Cambridge IGCSE Physics (9-1) 0972 — 2023 May/June Paper 6 · Variant 2

1 A student investigates the stretching of a spring. Fig. 1.1 shows the set-up. spring metre ruler clamp stand bench Fig. 1.1 (a) The value l0 is the length of the spring when the load L is 0.0 N. The student measures the length l0 of the spring. She records l0 = 16 mm in Table 1.1. Draw a diagram of the spring to show clearly the length l0 of the spring. [1] (b) The student suspends a load L = 0.20 N from the spring. She records the new length l of the spring in Table 1.1. She repeats the procedure using loads L = 0.40 N, 0.60 N, 0.80 N and 1.00 N. The readings are shown in Table 1.1. (i) Calculate the extension e of the spring for each load using the equation e = (l – l0). Record the values of e in Table 1.1. [2] (ii) Complete the column headings in Table 1.1. Table 1.1 L / l / e / 0.00 16 0 0.20 18 0.40 21 0.60 23 0.80 24 1.00 26 [1] (c) Plot a graph of L (y-axis) against e (x-axis). Draw the best-fit line. [4] (d) Use the graph to determine eA, the extension produced by a load of 0.50 N. Show clearly on the graph how you obtained the necessary information. eA = ......................................................... [3] [Total: 11]

Mark scheme: 1(a) 1 1(b)(i) second e value: 2 1 remaining e values: 5, 7, 8, 10 1 1(b)(ii) N, mm, mm cao 1 1(c) graph:  axes correctly labelled with quantity and unit and the right way round 1  suitable scales filling  ½ the grid between the extreme plotted points 1  six plots correct to ½ small square – origin must be included 1  good line judgement, thin, continuous line 1 1(d) correct method shown clearly on graph 1 candidate’s value read correctly to ½ small square 1 5.2  0.2 (mm) 1

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2 A student investigates the cooling of water. Fig. 2.1 shows the set-up. thermometer lid bench beaker Fig. 2.1 (a) The thermometer in Fig. 2.2 shows the room temperature θR at the beginning of the experiment. Record θR. –10 0 10 20 30 40 50 60 70 80 90 100 110 °C Fig. 2.2 θR = ......................................................... [1] (b) The student pours 200 cm3 of hot water into a beaker. He places a lid on the beaker. He places the thermometer in the hot water in the beaker. He records, in Table 2.1, the temperature θ of the hot water at time t = 0. He immediately starts a stop-watch. He continues recording the temperature in Table 2.1 at 30 s intervals until he has seven sets of readings. (i) Complete the column headings in Table 2.1. [1] (ii) Write the times in the first column of Table 2.1. Table 2.1 t / θ/ 92 87 83 80 78 76 75 [1] (c) (i) Calculate the decrease in temperature Δθ between t = 0 and t = 180 s. Δθ = ......................................................... [1] Δθ (ii) Calculate the average rate of cooling R of the water using the equation R = , Δt where Δt = 180 s. Include the unit. R = ......................................................... [2] (d) A student states that the water cools slowly. Suggest two changes to the experiment that the student makes to increase the rate of cooling of the hot water without changing the starting temperature of the hot water. Room temperature remains constant. 1 ................................................................................................................................................ ................................................................................................................................................... 2 ................................................................................................................................................ ................................................................................................................................................... [2] (e) State one precaution that you would take to obtain accurate temperature readings. Explain briefly the reason for this precaution. statement .................................................................................................................................. explanation ............................................................................................................................... ................................................................................................................................................... ............................................................................................................................................. [2] (f) The student uses a measuring cylinder to measure 200 cm3 of water. He takes the reading from the bottom of the meniscus. Explain the reason for taking the reading at the bottom of the meniscus rather than at the top of the meniscus. ................................................................................................................................................... ............................................................................................................................................. [1] [Total: 11]

Mark scheme: 2(a) 23(.0) (°C) cao 1 2(b)(i) s, °C 1 2(b)(ii) 0, 30, 60, 90, 120, 150, 180 1 2(c)(i)  = 17 1 2(c)(ii) R = 0.0944 1 unit °C / s 1 2(d) any two from:  remove lid  thinner lid  paint the beaker black  stir the water  change beaker to container that is a better conductor / named metal  increase surface (area of water / beaker)  use a wider beaker  blow air over water surface / use a fan  use a smaller volume of water 2 Question Answer Marks 2(e) statement: view thermometer / scale / reading at right angles / eye level explanation: to avoid parallax error OR statement: stir (before taking reading) explanation: to distribute water evenly / to ensure that all the water is at the same temperature OR statement: ensure thermometer does not touch the side / base of beaker explanation: temperature different to that of the bulk of the liquid OR statement: wait until the thermometer (reading) stops rising at the start explanation: so that the maximum temperature of the liquid is recorded 2 2(f) negligible / very small volume / amount of water between the bottom and the top of the meniscus 1

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3 A student investigates the refraction of light using a semicircular transparent block. Fig. 3.1 shows her ray-trace sheet. eye P4 P3 A B P Q Fig. 3.1 (a) (i) • Draw a normal NL through the centre of AB. • Continue the normal so that it passes through the curved side of the block. • Label the normal NL. • Label the point C where the normal NL crosses AB. [1] (ii) • Draw a line DC, below line PC, at an angle i = 20° to the normal and to the left of the normal. [1] (iii) • Mark with neat crosses (X) the positions for two pins on line DC at a suitable distance apart for this type of ray-trace experiment. • Label the positions P1 and P2. [1] (b) The student looks from the position of the eye shown in Fig. 3.1, to observe the images of P1 and P2 through side AB of the block. She adjusts her line of sight until the images of P1 and P2 appear one behind the other. She places two pins, P3 and P4, between her eye and the block so that P3, P4, and the images of P1 and P2 seen through the block, appear one behind the other. The positions of P3 and P4 are shown in Fig. 3.1. (i) • Draw a line joining the positions of P3 and P4. Continue the line to AB. • Label E, the end of the line furthest from AB. [1] (ii) Measure the acute angle θ between the line NL and the line EC. (An acute angle is less than 90°.) θ = ......................................................... [2] (c) State one precaution that the student takes to produce an accurate ray trace. ................................................................................................................................................... ............................................................................................................................................. [1] (d) The student replaces the transparent block on the ray-trace sheet in the position shown in Fig. 3.2. A C B P Q P5 P6 Fig. 3.2 She replaces pins P1 and P2 on line DC in the same positions used in (a)(iii). She observes the images of P1 and P2 through the curved side of the block. She adjusts her line of sight until the images of P1 and P2 appear one behind the other. She places two pins, P5 and P6, between her eye and the block so that P5, P6, and the images of P1 and P2 seen through the block, appear one behind the other. The positions of P5 and P6 are shown on Fig. 3.2. (i) • Draw a line joining the positions of P5 and P6. Continue the line to C. • Label G, the end of the line furthest from AB. Measure the acute angle α between the line AB and the line GC. (An acute angle is less than 90°.) α = ......................................................... [1] (ii) Calculate the angle β between the line GC and the normal NL. β = ......................................................... [1] (e) A student suggests that angle β should be equal to the angle of incidence i = 20°. State whether your result supports the suggestion and justify your answer. statement .................................................................................................................................. justification ................................................................................................................................ ................................................................................................................................................... ............................................................................................................................................. [2] [Total: 11]

Mark scheme: 3(a)(i) normal at 90° and in the centre of AB 1 3(a)(ii) i = 20  2 1 3(a)(iii) P1 and P2 must be ⩾ 5.0 cm apart 1 3(b)(i) line joining pin positions continued to AB and either end of line labelled E 1 3(b)(ii)  = 32  2 1 unit ° 1 3(c) any one from:  view bases of pins  place pins as far apart as possible / > 5 cm apart  ensure pins are vertical / at right angles to ray-trace sheet  draw thin lines  use a sharp pencil  use thin pins 1 3(d)(i)  = 69  2(°) 1 3(d)(ii)  = 90 –  1 3(e) statement to match results – expect YES 1 explanation of idea of beyond limits of experimental accuracy e.g. values close (enough) / not too far apart / < 10% difference if values are equal, it is sufficient to say just that the values are equal 1

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4 A student investigates the change in current in a conducting liquid as the distance between two electrodes is changed. The circuit is shown in Fig. 4.1. A electrodes Fig. 4.1 Plan an experiment to investigate the change in current in the liquid as the distance between the electrodes is changed. You should: • explain briefly how to do the investigation • state the key variables to keep constant • draw a table, or tables, with column headings, to show how to display your readings (you are not required to enter any readings in the table) • explain how to use your readings to reach a conclusion. .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .................................................................................................................................................... [7]

Mark scheme: 4 MP1 method: measure the distance between the electrodes 1 MP2 method: measure / record / take / check / note the current or the ammeter reading 1 MP3 method: repeat with at least four other distances 1 MP4 key variables: potential difference / supply voltage / battery voltage / power supply 1 MP5 key variables: any one from:  depth of immersion of electrodes  volume / amount of liquid  mass / size / material of the electrodes  room temperature  temperature / concentration of the liquid  type of liquid / electrolyte 1 MP6 table: table with columns for distance and (change in) current with appropriate units 1 MP7 conclusion: draw a graph of (change in) current against distance OR (use results table to) compare distances with currents OR (compare results to) see if changing the distance has any effect on the current 1

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