Physic 2021

Cambridge IGCSE™
* 2 7 3 6 6 6 7 1 5 3 *
PHYSICS 0625/62
Paper 6 Alternative to Practical February/March 2021
1 hour
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.
INFORMATION
● The total mark for this paper is 40.
● The number of marks for each question or part question is shown in brackets [ ].
This document has 16 pages. Any blank pages are indicated.
DC (CJ/CGW) 203602/3
© UCLES 2021 [Turn over
2
1 A student investigates the motion of an oscillating metre rule.
He uses the apparatus shown in Fig. 1.1.
clamps
vertical
threads
d metre rule
stands
horizontal bench
Fig. 1.1
(a) The student ensures that the metre rule is horizontal.
Briefly describe how to check that the metre rule is horizontal. You may draw a diagram or
draw on Fig. 1.1 if it helps to explain your answer.
measure length of each stands that is below the metre ruler, if it is equal the meter ruler is horizontal
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
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(b) The student moves the stands so that the vertical threads are at the marks on the metre rule
shown in Fig. 1.2.
vertical
threads
1 2 3 96 97 98 99
Fig. 1.2
Calculate the distance d between the threads.
96
d =................................................. cm [1]
(c) He twists the metre rule a small amount, as shown in Fig. 1.3, and then lets it go so that it
oscillates in a rotating motion.
metre rule seen from above

one
oscillation
twist
Fig. 1.3
He measures the time t for 5 complete oscillations of the metre rule.

3.63
t =.......................................................... s
Suggest why it is useful to take a trial reading for this experiment.

there might be an abnormal data
...................................................................................................................................................
............................................................................................................................................. [1]
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(d) The student carries out the same procedure for d values of 20.0 cm, 30.0 cm, 40.0 cm, 50.0 cm
and 60.0 cm. His readings are shown in Table 1.1.
Table 1.1
d / cm t/s
1 1
T s/
20.0 17.85 0.28
30.0 11.36 0.44
40.0 8.77 0.57
50.0 6.93 0.72
60.0 5.68 0.88
For distance d = 20.0 cm, calculate and record in Table 1.1, the value of 1 where T is the time
for 1 oscillation of the metre rule. T
1
Use the value of time t from Table 1.1 and the equation = . 5
T t [1]
(e) Plot a graph of distance d / cm (y-axis) against

1 1
T s /
(x-axis).
[4]
(f) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
0.016
G =...................................................... [1]
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(g) (i) Explain why it is more accurate to measure the time for 5 oscillations rather than for
1 oscillation.
larger difference for each distance
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Describe how the experiment could be improved to make the readings more reliable.
do experiment for 5 trials
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]

6
2 Students investigate the cooling of hot water in two different cups.
They use the apparatus shown in Fig. 2.1.
Cup A is made from thin plastic. The top of cup A has an inside diameter of 7 cm. Cup B is made
from expanded polystyrene. The top of cup B has an inside diameter of 8 cm.
thermometer
lids
bench
cup A cup B
30
20
10
Fig. 2.1
(a) (i) Record the room temperature θR shown on the thermometer in Fig. 2.1.
23
θR =...................................................... [1]
(ii) Describe one precaution that you would take to ensure that temperature readings in the
experiment are as accurate as possible.
wait for the liquid to stop moving
...........................................................................................................................................
..................................................................................................................................... [1]
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(b) A volume of 100 cm3 of hot water is poured into each cup and the initial temperature θ is
recorded in Table 2.1.
The temperature of the water in each cup is recorded every 30 s. The values are shown in
Table 2.1.
Table 2.1
cup A cup B
t/ θ/ θ/
0 87.5 88.0
30 84.5 86.0
60 82.0 84.5
90 80.5 83.0
120 79.0 82.0
150 78.0 81.0
180 77.0 80.5
Complete the headings in Table 2.1. [1]
(c) Write a conclusion stating which cup, A or B, is the more effective in reducing the cooling rate
of the hot water in this experiment.
Justify your answer by reference to the results.

cooling rate in cup A is faster than cup B
...................................................................................................................................................
cup A started at 87.5 deg, after 180 s temp is decreased by 10.5 deg to 77
...................................................................................................................................................
cup B started at 88 deg, after 180 temp is decreased by 7.5 deg to 80.5
...................................................................................................................................................
............................................................................................................................................. [2]
(d) (i) Calculate xA, the average cooling rate for cup A over the whole experiment. Use the
readings for cup A from Table 2.1 and the equation
θ0 – θ180
xA =
T
where T = 180 s and θ0 and θ180 are the temperatures at time t = 0 and at time t = 180 s.
Include the unit for the cooling rate.
0.058
xA =...................................................... [2]

8
(ii) Suggest an additional experiment to show how the lid affects the cooling rate of cup A.
Explain how to use the additional results to show the effect.

add the lit to cup A after 100cm3 of hot water is added
additional experiment ........................................................................................................
...........................................................................................................................................
measure the temp of water at 0s and 180s
explanation ........................................................................................................................
if the difference in decrease temp is higher, lid increase in cooling rate
...........................................................................................................................................
if the diff in dec temp is lower, lid decreases cooling rate
...........................................................................................................................................
[2]
(e) A student wishes to compare the effect of the materials of the cups on cooling rates. Suggest
two variables that she should control to make this test fair.
surface area of cup

1. ...............................................................................................................................................
...................................................................................................................................................
room temp
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
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3 A student investigates a resistor and a lamp connected in series.

She uses the circuit shown in Fig. 3.1.
power supply
resistance wire
A crocodile clip
Fig. 3.1
(a) The student moves the crocodile clip on the resistance wire so that the value of the potential
difference VL across the lamp is 2.0 V.
She measures the current I for the lamp and resistor in series.
She then connects the voltmeter to measure the potential difference VR across the resistor.
0.4 0.6 2 3
0.2 0.8 1 4
0 1.0 0 5
A V
Fig. 3.2 Fig. 3.3
Read, and record in Table 3.1, the values of I and VR shown on the meters in Fig. 3.2 and
Fig. 3.3.
[2]

10
(b) The student repeats the steps in (a) for values of VL = 1.0 V and VL = 0.5 V.
Her readings are shown in Table 3.1.
Table 3.1
VL / V I /A VR / V RL / Ω RR / Ω
2.0 0.18 3.7 21 11
1.0 0.15 3.0 20 6.7
0.5 0.12 2.4 20 4.2
Calculate, and record in Table 3.1, the resistance of the lamp RL for each value of VL.
VL
Use the values of VL and I from Table 3.1 and the equation RL = .
I
Calculate, and record in Table 3.1, the resistance of the resistor RR for each value of VL.
VR
Use the values of VR and I from Table 3.1 and the equation RR = .
I
[2]
(c) (i) Describe the pattern of any change in the value of RL as VL decreases.
as VL decreases Rl decreases
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) A student suggests that RR should be constant.
State whether your results support this suggestion.

Justify your statement by reference to values from Table 3.1.
RR should be constant
statement ..........................................................................................................................
...........................................................................................................................................
the different in result of RR is still within experimental accuracy which is 10%
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
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(d) A student wishes to determine the resistance of the lamp RL when the potential difference
across the lamp VL = 0.0 V.
Describe how the experiment can be extended to do this with the help of a suitable graph.
draw a line graph using the data of RL and RV, draw a suitable line after plotting the graph
...................................................................................................................................................
check RL when Vl is 0
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(e) It is possible to use a variable resistor instead of a resistance wire to change the potential
difference across the lamp.
Complete the circuit in Fig. 3.4 to show:
• a variable resistor used for this purpose

• the voltmeter connected to measure the potential difference across the resistor
power supply
Fig. 3.4 [2]
[Total: 11]

12
4 A student investigates the motion of a ball rolling down a slope.
Plan an experiment which enables him to investigate how one factor affects the average speed of
the ball.
Average speed can be calculated using the equation:

distance travelled
average speed =
time taken
The apparatus available includes:
balls of various sizes and materials

a board which can act as a slope
blocks to support one end of the board.
In your plan, you should:
• state a factor which can be measured
• list any additional apparatus needed
• explain briefly how to carry out the experiment including exactly which measurements are to
be taken
• state the key variables to be kept constant
• draw a table, or tables, with column headings, to show how to display the readings
(you are not required to enter any readings in the table)
• explain how to use the readings to reach a conclusion.
You may draw a diagram if it helps to explain your plan.
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1. mass
..................................................................................................................................................................
balance,stopwatch,meter ruler
..................................................................................................................................................................
1. measure the mass of the ball using a balance
..................................................................................................................................................................
2. setu up apparatus as shown above
..................................................................................................................................................................
3. measure distance of board
..................................................................................................................................................................
4. release ball from the top of the board while starting the timer
..................................................................................................................................................................
5. stop the timer as it reaches the end of the board
..................................................................................................................................................................
6. divide distance of board with the time shown in stopwatch
..................................................................................................................................................................
7. repeat step 2-6 with 4 other balls with different mass
..................................................................................................................................................................
8. repeat experiment with 5 trials
..................................................................................................................................................................
-material of ball
..................................................................................................................................................................
volume of ball
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
mass/g 200 400 600 800 1000
..................................................................................................................................................................
avg speed/ m/s
..................................................................................................................................................................
..................................................................................................................................................................
difference in avg speed shows that mass is a factor that affects avg speed of ball
..................................................................................................................................................................
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............................................................................................................................................................ [7]
[Total: 7]
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021 0625/62/F/M/21

Cambridge IGCSE™
* 7 0 4 6 7 4 2 2 0 5 *
PHYSICS 0625/62
Paper 6 Alternative to Practical February/March 2022
1 hour
INSTRUCTIONS
INFORMATION
DC (KN/CT) 301886/2
2
1 A student investigates the extension of a spring and uses it to determine the weight of a metre
rule.
The spring is shown full size in Fig. 1.1 and Fig. 1.2.
Fig. 1.1 shows the spring without any load.

Fig. 1.2 shows the spring with a load of 1.0 N suspended from it.
clamp
l0
spring
lS
1.0 N load
Fig. 1.1 Fig. 1.2
(a) On Fig. 1.1, measure the length l0 of the spring without any load.
2.0
l0 = ......................................................... cm
On Fig. 1.2, measure the stretched length lS of the spring.
6.2
lS = ......................................................... cm
[2]
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(b) The student attaches a metre rule to the spring with a wire hook, as shown in Fig. 1.3. The
scale of the metre rule faces upwards.
clamp
wire hook
metre rule l fixed to
d
load W metre rule
pivot
bench
Fig. 1.3
She ensures that the metre rule is horizontal.
Briefly describe how to check that the rule is horizontal. You may draw a diagram if it helps to
explain your answer.
measure the length of clamp below the meter rule if it is equal it is horizontal
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]

4
(c) The student moves load W to distances d = 20.0 cm, d = 30.0 cm, d = 40.0 cm, d = 50.0 cm
and d = 60.0 cm from the pivot.
She reads the length l of the spring for each value of d.

Table 1.1
d / cm l / cm
20.0 6.2
30.0 7.1
40.0 7.6
50.0 8.3
60.0 9.0
(i) Using the values from Table 1.1, plot a graph of l / cm (y-axis) against d / cm (x-axis).
Start the axes at the origin (0,0).
10
0
0 40 50
10 20 30 60
[4]
(ii) From your graph, determine L, the value of l when d = 0.0 cm.
4.5
L = ......................................................... [1]
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(iii) Calculate WR, the weight of the metre rule, using your value of L from (c)(ii), the values
of l0 and lS from (a) and the equation
2(L – l0)
WR = ×k
(lS – l0)
where k = 1.0 N.
1.4
WR = ......................................................... [1]
(d) (i) It is sometimes difficult to position the load W on the scale of the metre rule at the correct
distance d from the pivot.
Suggest one change to the apparatus to overcome this difficulty.

use set square to make sure the distance is correct
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest one possible source of inaccuracy other than the difficulty described in (d)(i).
Assume that the experiment is carried out carefully.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]

6
2 A student investigates the thermal insulation properties of air. He places a thermometer in a clamp,
as shown in Fig. 2.1.
clamp
thermometer
30
20
bench
10
Fig. 2.1
(a) Record room temperature θR shown on the thermometer in Fig. 2.1.

23
θR = ......................................................... [1]
(b) The student uses the apparatus shown in Fig. 2.1, Fig. 2.2 and Fig. 2.3 to investigate the
thermal properties of air.
lid beaker A with lid

inside beaker B
beaker B
beaker A
bench air gap bench
Fig. 2.2 Fig. 2.3
Beakers A and B are made of glass.

Beaker A is placed inside beaker B for the second part of the experiment, as shown in Fig. 2.3.
The lid fits tightly in beaker B.
(i) The student removes the lid from beaker A. He pours 150 cm3 of hot water into beaker
A and replaces the lid. He inserts the thermometer into the hot water and records the
temperature θ at time t = 0 and then every 30 s.
Describe two precautions that can be taken to ensure that the temperature reading is as
accurate as possible.
wait for the liquid of thermometer stop moving
1. .......................................................................................................................................
...........................................................................................................................................
look thermometer at eye level
2. .......................................................................................................................................
..................................................................................................................................... [2]
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(ii) The student pours away the water from beaker A. He then places beaker A inside
beaker B so that there is an air gap between the two beakers, as shown in Fig. 2.3.
He repeats the process described in (b)(i). His readings are shown in Table 2.1.
Add units to the column headings in Table 2.1.
Table 2.1
beaker A beaker A
inside beaker B
t/ s θ/ oc θ/
0 85.0 85.5
30 79.5 83.5
60 75.0 82.0
90 72.0 81.0
120 70.0 80.0
150 68.5 79.5
180 67.5 79.0 [1]
(c) Write a conclusion stating whether the air gap affects the rate of cooling of the water.
Justify your answer by reference to values from Table 2.1.
air gap affects cooling of water
...................................................................................................................................................
without air gap beaker a is at 85 deg, after 180s it decreased by 17.5 to 67.5 deg
...................................................................................................................................................
with air gap it is at 85.5 after 180s it decrease by 6.5 to 79 deg
...................................................................................................................................................
............................................................................................................................................. [2]
(d) A student suggests that glass is a thermal insulator and the experiment does not just test the
effect of the air gap.
Suggest one change to the apparatus that would test the air gap more effectively.
...................................................................................................................................................
use metal
............................................................................................................................................. [1]

8
(e) Another student repeats this experiment using the same apparatus shown in Fig. 2.1, Fig. 2.2
and Fig. 2.3.
State two variables that she should control in order to obtain readings as close as possible to
the readings in Table 2.1.
volume of water
1. ...............................................................................................................................................
...................................................................................................................................................
initial temp of water
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(f) Calculate the average cooling rate R for beaker A cooling on its own. Use the readings for
beaker A in Table 2.1 and the equation
θ0 – θ180
R=
T
where T = 180 s and θ0 and θ180 are the temperatures of the water in beaker A at t = 0 and
t = 180 s.
0.097
R = ......................................................... [2]
[Total: 11]
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3 A student investigates the refraction of light by a transparent block.
The student’s ray-trace sheet is shown full size in Fig. 3.1.
E
P3 P5
P1
P4 P6
P2
A N B
D C
mirror
Fig. 3.1
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(a) The student places a transparent block ABCD near the centre of the ray-trace sheet, as
indicated in Fig. 3.1.
(i) Draw a normal to point N extending above AB. Label the upper end of the normal with
the letter L. [1]
(ii) The student draws the line EN, as shown in Fig. 3.1.
On Fig. 3.1, measure the angle θ1 between the lines LN and EN.
θ1 = ......................................................... [1]
(b) The student places two pins, P1 and P2, on the line EN, as shown in Fig. 3.1.
(i) Measure the distance d between pins P1 and P2.
d = ......................................................... [1]
(ii) Suggest whether the two pins are a suitable distance apart for accurate ray tracing.
Explain your answer.
no
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[1]
(c) The student places a plane mirror on line CD and views the images of pins P1 and P2 through
the transparent block.
She places two pins, P3 and P4, so that these pins, and the images of pins P1 and P2, all
appear exactly one behind the other.
On Fig. 3.1:
• Draw a line through points P3 and P4 and extend the line 3 cm below CD.
• Label the point at which this line meets AB with the letter G.
• Label the lower end of the line with the letter H.
[1]
(d) The student repeats the procedure for an angle θ2 = 35°.
She places two pins, P5 and P6, so that these pins, and the images of pins P1 and P2, all
On Fig. 3.1:
• Draw a line through points P5 and P6 and extend the line 3 cm below CD.
• Label the point at which this line meets AB with the letter R.
• Label the lower end of this line with the letter S.
• Label the point at which GH and RS cross with the letter T.
(i) Measure the angle β, where β is the angle between lines GT and RT.
β = ......................................................... [1]
12
(ii) A student suggests that the angle β should be equal to θs, where θs is calculated using
the equation
θs = θ2 – θ1.
State whether your results from (a)(ii) and (d) support this suggestion. Justify your
answer by reference to values from your results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
[2]
(e) Suggest two precautions to take in this type of experiment to ensure accurate results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(f) Suggest one reason why different students, all carrying out this experiment carefully, may
not obtain identical results.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
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4 A student investigates the heating of water using an immersion heater.

An immersion heater is an electrical heater that can be placed directly into water.
Plan an experiment to investigate how one factor affects the rate at which the temperature of the
water rises when heated using an immersion heater.

• an immersion heater
• equipment to connect the circuit, part of which is shown in Fig. 4.1
• a stop-clock
• a beaker to contain the water.
• state the one factor which you have chosen and list any additional apparatus needed to
measure the factor
• complete the circuit diagram in Fig. 4.1
• explain how to do the experiment, including any precautions to ensure reliable results
• draw a table, or tables, with column headings, to show how to display the readings (you are
not required to enter any readings in the table)
immersion power
heater supply
beaker variable resistor
Fig. 4.1
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Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.
© UCLES 2022 0625/62/F/M/22

Cambridge IGCSE™
* 6 2 2 2 0 7 4 8 0 1 *
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2021
1 hour
INSTRUCTIONS
INFORMATION
DC (MS/SW) 199685/3
2
1 A student investigates the period of a pendulum. Fig. 1.1 and Fig. 1.2 show the arrangement.
clamp clamp
bob
x
floor one complete
oscillation
Fig. 1.1 Fig. 1.2
(a) The student measures the distance d between the bottom of the clamp and the floor.
120.0 cm
d = ..............................................................
This distance d remains constant throughout the experiment.
He adjusts the length l of the pendulum to 70.0 cm.
Calculate the distance x between the centre of the pendulum bob and the floor. Record the
value of x in the first row of Table 1.1. [1]
(b) The student displaces the bob slightly and releases it so that it swings. Fig. 1.2 shows one
complete oscillation of the pendulum.
He measures, and records in the first row of Table 1.1, the time t for 10 complete oscillations.
(i) Calculate, and record in the first row of Table 1.1, the period T of the pendulum.
The period is the time for one complete oscillation. [1]
(ii) Calculate, and record in the first row of Table 1.1, T 2. [2]
(iii) Complete the column headings in Table 1.1. [1]
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Table 1.1
x/ t/ T/ T2/
50 16.7 1.67 2.79
45.0 17.3 1.73 2.99
40.0 17.9 1.79 3.20
35.0 18.4 1.84 3.39
30.0 19.0 1.90 3.61
(c) He repeats the procedure using x = 45.0 cm, 40.0 cm, 35.0 cm and 30.0 cm.
He records the readings in Table 1.1.
Plot a graph of T 2 (y-axis) against x (x-axis). You do not need to start your axes at the
origin (0,0).
[4]
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(d) State whether the graph line shows that T 2 is proportional to x. Give a reason for your answer.
inversely proportional
statement ..................................................................................................................................
as x increase t2 decrease
reason .......................................................................................................................................
[1]
(e) Explain why timing 10 oscillations gives a more accurate result for the period T than timing
one oscillation.
reaction time is less significant
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
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5
2 A student investigates resistance.
Fig. 2.1 shows the circuit she uses.
power supply
Fig. 2.1
(a) She records the potential difference (p.d.) V1 across the resistor and the current I1 in the
circuit.
The meters are shown in Fig. 2.2 and Fig. 2.3.
(i) Write down the readings. Include the units for potential difference, current or resistance
where appropriate in all parts of the question.
3 4 5 6 7 0.4 0.6
2 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 2.2 Fig. 2.3

2.4
V1 = ...............................................................
0.5
I1 = ...............................................................
[3]
V1
(ii) Calculate the resistance R1 of the resistor using the equation R1 = .
I1
4.8
R1 = ......................................................... [1]

6
(b) She connects a second resistor in series with the first resistor. She connects the voltmeter
across both resistors and records the potential difference V2 across both resistors and the
current I2 in the circuit.
2.6
V2 = ...............................................................
0.28
I2 = ...............................................................
V2
Calculate the resistance RS of the resistors in series using the equation RS = .
I2
9.28
RS = ......................................................... [1]
(c) She connects the second resistor in parallel with the first resistor. She connects the voltmeter
across both resistors. She records the potential difference V3 across the resistors and the
current I3 in the circuit.
2.4
V3 = ...............................................................
0.99
I3 = ...............................................................
V
Calculate the resistance RP of the resistors in parallel using the equation RP = 3 . Give your
I3
answer to a suitable number of significant figures for this experiment.
2.42
RP = ......................................................... [1]
(d) Complete the circuit diagram to show the circuit she uses in part (c).
[2]
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(e) Describe how to extend part (c) of this experiment to investigate the relationship between the
combined resistance of identical resistors connected in parallel and the number of resistors.
usea circuit with 3 paralell resistor
...................................................................................................................................................
measure the combined resistors
...................................................................................................................................................
compare the difference between resistance of 1 parallel,2paralel and 3 paralel
...................................................................................................................................................
............................................................................................................................................. [2]
(f) In this type of electrical experiment, a variable resistor can be used to vary the current.
Draw the circuit symbol for a variable resistor.
[1]
[Total: 11]

8
3 A student investigates the refraction of light through a transparent block.
Fig. 3.1 shows the transparent block ABCD on the student’s ray-trace sheet.
A B
D C
P3
P4
eye
Fig. 3.1
(a) • Draw a normal at the centre of side AB. Continue the normal so that it reaches the
bottom of the ray-trace sheet. Label the normal NL.
• Label the point Q where NL crosses AB.

[1]
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9
(b) • Draw a line EF parallel to CD and 2.0 cm below CD.
• Label the point J where NL crosses EF.
• Draw a line GH parallel to CD and 7.0 cm below CD.
• Label the point K where NL crosses GH.

[1]
(c) (i) Draw a line PQ at an angle i = 30° to the normal and on the left-hand side of the normal
above the block. [1]
(ii) The student places two pins P1 and P2 on line PQ. Fig. 3.1 is not drawn full size. Suggest
a suitable distance apart for pins P1 and P2 in this type of experiment.
distance apart ......................................................... [1]
(d) The student observes the images of P1 and P2 through side CD of the block. She adjusts her
line of sight until the images of P1 and P2 appear one behind the other.
She places a pin P3 on line EF and a pin P4 on line GH so that P3, and the images of P1 and
P2 seen through the block, appear behind pin P4.
(i) On Fig. 3.1, measure the length a of the line from J to P3.
a = ......................................................... [1]
(ii) On Fig. 3.1, measure the length b of the line from K to P4.
b = ......................................................... [1]
b
(iii) Calculate .
a
b
= ......................................................... [2]
a
(e) State one precaution that you would take in this type of experiment in order to produce an
accurate ray trace.
...................................................................................................................................................
............................................................................................................................................. [1]
b
(f) A student plans to test the suggestion that, in this experiment, is a constant for all possible
a
values of i. List suitable values of i that the student could use.
............................................................................................................................................. [2]
[Total: 11]

10
4 A student investigates the rate of cooling, in air, of heated blocks made of different metals. The
temperature of each block is increased by placing it in hot water.
Plan an experiment to investigate how the rate of cooling depends on the metal from which each
block is made.
The following apparatus is available to the student:
cylindrical blocks of different metals, each with a hole for a thermometer, as shown in Fig. 4.1
a thermometer.
Other apparatus normally available in a school laboratory can also be used.
• list any additional apparatus required
• explain briefly how you would carry out the investigation, including the measurements you
would take
• draw a suitable table, with column headings, to show how you would display your readings
• explain how you would use the results to reach a conclusion.
hole for
thermometer
Fig. 4.1
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Cambridge IGCSE™
* 3 9 2 2 0 8 3 4 5 6 *
PHYSICS 0625/62
1 hour
INSTRUCTIONS
INFORMATION
DC (MS/SW) 199686/3
2
1 A student determines the density of sand.
Fig. 1.1 shows a beaker with a mark at the 250 cm3 level.
250 cm3
Fig. 1.1
(a) Estimate the volume of water VW that the beaker would hold when filled to the top.
VW = .................................................. cm3 [1]
(b) The student uses string and a metre rule to determine the circumference c of the beaker.
21.3 cm
c = ...............................................................
Explain briefly how to use the string and the metre rule to determine the circumference c as
accurately as possible. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) The student measures the height h of the beaker.
(i) Show clearly on Fig. 1.1, the height h that he should measure. [1]
His reading is 9.0 cm

h = ...............................................................
(ii) Calculate the external volume VB of the beaker using the equation
hc 2
VB = .
12.6
VB = .................................................. cm3 [2]
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(d) The student measures the mass of the beaker on a balance, as shown in Fig. 1.2.
(i) Write down the mass mB of the beaker, to the nearest gram.
208.3 g
Fig. 1.2
mB = ...................................................... g [1]
The student fills the beaker to the top with dry sand. He measures the mass m of the beaker
containing the sand.
724 g
m = ...............................................................
(ii) Calculate the mass mS of sand in the beaker. Use the equation mS = (m – mB).
mS = ...................................................... g [1]
(iii) Calculate the density ρ of the sand using the equation

m
ρ = S.
VB
Include the unit.
ρ = ......................................................... [2]
(e) The student uses a measuring cylinder to measure the volume of dry sand. Draw a diagram
of the measuring cylinder and show the line of sight that the student must use to obtain an
accurate volume reading.
[1]
[Total: 11]
4
2 A student investigates the position of the image in a plane mirror.
Fig. 2.1 shows the ray-trace sheet that the student uses.
M R
P3
P4
eye
Fig. 2.1
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(a) • The line MR shows the position of a plane mirror. Draw a normal to this line that passes
through its centre. Continue the normal so that it reaches the bottom of the ray-trace
sheet. Label the normal NL. Label the point at which NL crosses MR with the letter B.
• Draw a line CD 5.0 cm below MR and parallel to MR.
• Label the point X where CD crosses NL.
• Draw a line EF 5.0 cm below CD and parallel to CD.
• Label the point Y where EF crosses NL.

[2]
(b) Draw a line 7.0 cm long from B at an angle of incidence θ1 = 20° to the normal below MR and
to the left of the normal. Label the end of this line A. [1]
(c) The student places two pins, P1 and P2 , on line AB. Suggest a suitable distance x between
the pins for this type of ray-trace experiment.
x = ......................................................... [1]
(d) The student views the images of pins P1 and P2 from the direction indicated by the eye in
Fig. 2.1. She places pin P3 on line CD so that the images of P2 and P1 appear exactly behind
pin P3.
She places pin P4 on line EF so that pin P3, and the images of P2 and P1, all appear exactly
behind pin P4. The positions of P3 and P4 are shown on Fig. 2.1.
(i) Measure and record the distance a from X to P3.
a = ......................................................... [1]
(ii) Measure and record the distance b from Y to P4.
b = ......................................................... [1]
a
(iii) Calculate .
b
a
= ......................................................... [1]
b

6
(e) The student repeats the procedure using an angle of incidence θ2 = 40°. She records the new
values of a and b.
4.2 cm
a = ...............................................................
8.3 cm
b = ...............................................................
a
Calculate the new value .
b
a
= ......................................................... [2]
b
a
(f) State and explain whether the two values of can be considered to be equal in this
b
experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
(g) A student carries out this experiment with care. Suggest a practical reason why the results
may not be accurate.
difficulty in lining up pins
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
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3 A student investigates resistance.
Fig. 3.1 shows the circuit used.
power supply
l resistance
R wire
B C D
sliding
contact S
V
Fig. 3.1
(a) The student measures the current I in the circuit.
He places the sliding contact S at C and measures the potential difference (p.d.) V1 across
the resistor R.
The voltmeter and ammeter are shown in Fig. 3.2 and Fig. 3.3.
2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A
Fig. 3.2 Fig. 3.3
(i) Write down the readings.

Include the units for potential difference, current or resistance where appropriate in all
parts of the question.
0.6
V1 = ...............................................................
0.32
I1 = ...............................................................
[2]
V1
(ii) Calculate the resistance R1 of the resistor using the equation R1 = .
I1
1.88
R1 = ...............................................................
[2]
8
(b) The student disconnects the voltmeter from terminal B and connects the voltmeter to
terminal C.
He places the sliding contact S at a distance l = 20.0 cm from C. He records, in Table 3.1, the
reading on the voltmeter.
He repeats the procedure using l = 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm. His readings are
shown in Table 3.1.
Table 3.1
l / cm V/V
20.0 0.4
40.0 0.8
60.0 1.1
80.0 1.5
100.0 1.9
Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
0
0
[4]
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(c) Use your value of V1 from (a)(i) to find the length l R of resistance wire that has the same
resistance as resistor R. Show clearly on the graph how you obtained the necessary
information.
l R = ................................................... cm [2]
(d) The resistance of the resistance wire is proportional to its length. Estimate the resistance of
100 cm of the resistance wire.
estimate ......................................................... [1]
[Total: 11]

10
4 A student investigates springs made from different metals.
Plan an experiment to investigate the extension of springs made from different metals.
The following apparatus is available:
boss, clamp and stand

metre rule
springs made from different metals
selection of loads with hangers.
You can also use other apparatus and materials that are usually available in a school laboratory.
• write a list of suitable metals for the springs
• draw a diagram of the set up you would use
• explain briefly how to carry out 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
• explain how you would use the readings to reach a conclusion.
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Cambridge IGCSE™
* 5 6 4 2 6 4 9 6 0 3 *
PHYSICS 0625/63
1 hour
INSTRUCTIONS
INFORMATION
DC (MS/CT) 199687/3
2
1 A student investigates the behaviour of a spring, and then uses the spring to determine the density
of modelling clay.
The apparatus is shown in Fig. 1.1.
clamp
spring
load
Fig. 1.1
(a) Describe two precautions that the student should take when measuring the length of the
spring, to ensure an accurate reading. You may draw a diagram.
use set square

1. ...............................................................................................................................................
...................................................................................................................................................
look with eye level
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
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(b) The student measures the length l 0 of the spring without any load.
2.3
l 0 = ...................................................... cm
A load of weight W = 2.0 N is suspended from the spring, as shown in Fig. 1.2.
clamp
spring
2.0 N load
Fig. 1.2
(i) On Fig. 1.2, measure the stretched length l of the spring.

10.7
l = ................................................ cm [1]
(ii) Calculate the extension e of the spring for a load of weight W = 2.0 N.
Use the equation e = (l – l 0).
7.1
e = ................................................ cm [1]

4
(c) The 2.0 N load is removed from the spring.
A load U is made of modelling clay wrapped on a wire hanger. Load U is suspended from the
spring.
The student measures the stretched length l U of the spring.

7.4
l U =....................................................... cm
Calculate the extension eU of the spring with load U.

5.1
eU = ...................................................... cm
The extension of a spring is directly proportional to the weight of the load.
Use your values of W and e from (b)(ii) and your value of eU to determine the weight WU of
load U.
Show your working.
1.2n
WU = ...........................................................
[2]
(d) Load U is fully immersed in a beaker of water, as shown in Fig. 1.3.
clamp
spring
lW
wire hanger
beaker
load U
bench water
Fig. 1.3
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On Fig. 1.3, measure the stretched length l W of the spring.
l W = ...................................................... cm
Calculate the extension e W of the spring with load U in the water.
e W = ...................................................... cm
Calculate the density ρ of the modelling clay.

Use your values of eU from (c), your value of e W and the equation
eU
ρ= × k , where k = 1.0 g / cm3.
(eU – e W)
1.5
ρ = ................................................ g / cm3
[2]
(e) Suggest a possible source of inaccuracy in the determination of ρ in this experiment.

find the volume of the modeling clay
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(f) The student plots a graph of load against extension for the spring, to show that the two
quantities are directly proportional.
State how his graph line shows that load and extension are directly proportional.
staright line
...................................................................................................................................................
from origin 0,0
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 11]

6
2 A student determines the electromotive force (e.m.f.) and resistance of a cell by using a resistance
wire.
She uses the circuit shown in Fig. 2.1.
power supply
+ –
resistance wire
A
crocodile clip
P Q
resistor
Fig. 2.1
(a) On Fig. 2.1, draw a voltmeter connected to measure the potential difference (p.d.) across
terminals P and Q. [1]
(b) The switch is closed. The student moves the crocodile clip on the resistance wire so that the
potential difference V across terminals P and Q is 5.0 V.
She measures the current I for the cell and resistor in series.
0.4 0.6
0.2 0.8
0 1.0
Fig. 2.2
Read, and record in Table 2.1, the value of I shown on the meter in Fig. 2.2. [1]
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7
(c) The student repeats the procedure in (b) for values of V = 4.5 V, 4.0 V, 3.5 V and 3.0 V. Her
readings are shown in Table 2.1.
Table 2.1
V/V I /A
5.0
4.5 0.56
4.0 0.44
3.5 0.35
3.0 0.28
Plot a graph of I / A (y-axis) against V / V (x-axis). Start both axes at the origin (0,0).
0
0
[4]
(d) The e.m.f. E of the cell is equal to the value of V when I = 0.0 A.
Determine the value of E from the graph.
E = ..................................................... [1]
8
(e) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ..................................................... [1]
1
(ii) The value of is numerically equal to the resistance (r + R) where r is the resistance of
G
the cell and R = 4.0 Ω.
Calculate the resistance r of the cell.
r = .................................................. Ω [1]
(f) Suggest how the experiment and graph could be improved to obtain a more accurate value
for e.m.f. E.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 11]
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3 A student investigates the refraction of light by a transparent block.

He uses his results to determine a quantity known as the refractive index of the material of the
block.
The student’s ray-trace sheet is shown full size in Fig. 3.1.
P1
P2
N
A B
D C
P4 P6
P5
P3
Fig. 3.1
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(a) The student places a transparent block ABCD near the centre of the ray-trace sheet, as
indicated in Fig. 3.1.
(i) Draw a normal at point N, extending above AB. Label the upper end of the normal with
the letter L.
Extend the normal downwards until it crosses line CD. Label the point at which it crosses
CD with the letter F. [1]
(ii) The student draws line EN as shown in Fig. 3.1.
On Fig. 3.1, measure the angle θ1 between the lines LN and EN.
θ1 = ..................................................... [1]
(b) The student places two pins, P1 and P2, on line EN, as shown in Fig. 3.1.
Suggest whether the two pins are a suitable distance apart for accurate ray tracing.
Explain your answer.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[1]
(c) The student views the images of P1 and P2 through the block.
He places two pins, P3 and P4, so that pins P3 and P4, and the images of P1 and P2, all
• Draw a line through P3 and P4, extending the line until it meets NF.
• Label the point at which this line meets NF with the letter G.
• Label the point at which this line crosses CD with the letter H.
• Draw a line joining points N and H.
[1]
(d) (i) Measure the length a of line NH.
a = ...................................................... cm
Measure the length b of line GH.
b = ...................................................... cm
[1]
a
(ii) Calculate a value n for the refractive index, using the equation n = .
b
n = ..................................................... [2]

12
(e) The student repeats the above procedure for an angle θ2 = 40°.
He places two pins, P5 and P6, so that pins P5 and P6, and the images of P1 and P2, all
• Draw a line through pins P5 and P6. Extend the line until it meets GH.
• Label the point at which this line meets GH with the letter K.
• Label the point at which this line crosses CD with the letter R.
(i) Measure the angle α, where α is the smaller angle between lines RK and GH.
α = ..................................................... [1]
(ii) A student suggests that the angle α should be equal to the difference between the angle
θ2 from (e) and the angle θ1 from (a)(ii).
State whether your results support this suggestion. Justify your answer by reference to
your results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
[1]
(f) Suggest a precaution which should be taken to ensure accurate results in this type of
experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
(g) Suggest why different students, all carrying out this experiment carefully, may not obtain
identical results.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
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4 A student investigates the factors affecting the deflection of a wooden strip clamped at one end.
Plan an experiment which enables him to investigate how one factor affects the distance D that
the free end of the wooden strip moves downwards when loads are placed on it.
a variety of wooden strips which can be clamped as shown in Fig. 4.1

a set of masses with a hanger.
• explain briefly how to carry out the experiment, including how D is to be measured and any
precautions that must be taken to ensure reliable results
• draw a table, with column headings, to show how to display the readings (you are not required
to enter any readings in the table)
You may add to Fig. 4.1 or draw another diagram if it helps to explain your plan.
clamp
wooden strip
bench
D
Fig. 4.1
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Cambridge IGCSE™
* 3 8 7 7 8 8 7 4 5 3 *
PHYSICS 0625/61
1 hour
INSTRUCTIONS
INFORMATION
DC (RW/CB) 303524/2
2
1 A student investigates the stretching of a spring.
21
spring 22
clamp stand
metre rule 23
bench
100
Fig. 1.1
(a) (i) On Fig. 1.1, take two readings from the metre rule to determine the unstretched length l 0
of the coiled part of the spring.
21.3
reading 1 .......................................................... cm
22.8
reading 2 .......................................................... cm
1.5
l 0 = .......................................................... cm
[3]
(ii) Draw a diagram to show clearly how you would use a set square to obtain an accurate
reading from the metre rule.
[1]
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3
(b) The student suspends a load of P = 1.0 N from the spring.
He records the new length l 1 of the coiled part of the spring.
2.2
l 1 = .......................................................... cm
Calculate the extension e1 using the equation e1 = (l 1 – l 0).
0.7
e1 = .......................................................... cm
Calculate a value for the spring constant k of the spring using the equation
P
k= .
e1
Include the unit.
1.43N/cm
k = ...............................................................
[2]
(c) The student suspends a load of P = 5.0 N from the spring.
He records the new length l 5 of the coiled part of the spring.
6.3
l 5 = .......................................................... cm
Calculate the extension e5 using the equation e5 = (l 5 – l 0).
4.8
e5 = .......................................................... cm
Calculate a second value for the spring constant k of the spring using the equation
P
k= .
e5
Give your answer to two significant figures.
1.04N/cm
k = ...............................................................
[2]

4
(d) State whether your two values of the spring constant k can be considered equal within the
limits of experimental accuracy.
Explain your answer by referring to your results.

no
statement ..................................................................................................................................
beyong expermintela cc which is 10
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[1]
(e) A student improves the experiment by taking additional sets of readings.
(i) Suggest the additional apparatus that the student uses.

set square
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest how the student uses the additional results.

measuring length of spring
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]
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5
2 A student investigates the cooling of water.
thermometer
metal can
bench
Fig. 2.1
(a) The thermometer in Fig. 2.2 shows the room temperature θ R at the beginning of the
experiment. Record θ R.
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
Fig. 2.2
23
θ R = ......................................................... [1]
(b) The student pours hot water into the metal can.
She places the thermometer in the hot water.
She records the temperature θ of the hot water at time t = 0 and immediately starts a
stop‑clock.
She measures the water temperature every 30 s. The readings are shown in Table 2.1.
Complete the column headings in Table 2.1.
Table 2.1
t/ s θ/ oc
0 84
30 79
60 75
90 72
120 70
150 68
180 67
[1]
6
(c) The student pours the water from the can into a measuring cylinder and records the volume V
of water.
196
V = ........................................................ cm3
(i) State two precautions taken when reading the volume of water in a measuring cylinder
in order to obtain an accurate result.
bottom of meniscus
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
(ii) The student records the volume V to the nearest 1 cm3.
Suggest why this is appropriate.

less than 1cm3 is too small
...........................................................................................................................................
..................................................................................................................................... [1]
(d) (i) Calculate the decrease in temperature Δθ1 of the hot water between times t = 0 and
t = 60 s.
9
Δθ1 = ...............................................................
Calculate the average rate of cooling R1 of the water using the equation
Δθ1
R1 = ,
Δt
where Δt = 60 s. Include the unit.
0.15deg/s
R1 = ......................................................... [2]
(ii) Calculate the decrease in temperature Δθ2 of the hot water between times t = 120 s and
t = 180 s.
3
Δθ2 = ...............................................................
Calculate the average rate of cooling R2 of the water using the equation
Δθ2
R2 = ,
Δt
0.05deg/s
R2 = ...............................................................
[1]
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(e) A student suggests that the rate of cooling is lower when the temperature of the water is
lower.
State and explain whether the results support this suggestion.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(f) The student states that most of the thermal energy lost by the water in the can is by
evaporation from the water surface.
Another student states that most of the thermal energy lost by the water in the can is by
conduction through the sides of the can.
The students repeat the experiment twice to investigate the two statements.
Suggest one suitable addition to the apparatus for each additional experiment.
1. ...............................................................................................................................................
insulation
lid
2. ...............................................................................................................................................
[2]
[Total: 11]

8
3 A student investigates the resistance of a wire.
Fig. 3.1 shows the circuit he uses.
l
B C
resistance wire
V sliding
contact S
Fig. 3.1
(a) The student measures the current and decides that he wants to use a lower current.
He adds a variable resistor to the circuit to reduce the current.
On Fig. 3.1, mark with an X a suitable position in the circuit for the variable resistor. [1]
(b) The student measures the current I in the circuit.
Record the current shown in Fig. 3.2.

0.38A
I = ......................................................... [1]
0.4 0.6 4 5 6 7
0.2 0.8 2 3 8
1 9
0 1.0 0 10
A V
Fig. 3.2 Fig. 3.3
(c) The student places the sliding contact at a distance l = 85.0 cm from B.
He measures, and records in Table 3.1, the potential difference (p.d.) V across the length l of
resistance wire BC.
Record, in Table 3.1, the potential difference shown in Fig. 3.3. [1]
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9
(d) The student repeats the procedure using l values of 65.0 cm, 45.0 cm, 25.0 cm and 5.0 cm.
His readings are shown in Table 3.1.
(i) Calculate, and record in Table 3.1, the resistance R of 85.0 cm of the resistance wire
using the equation
V
R= . [1]
I
(ii) Complete the column headings in Table 3.1.
Table 3.1
l / cm V/ V R / ohm
5.0 0.2 0.53
25.0 0.8 2.11
45.0 1.4 3.68
65.0 2.0 5.26
85.0 2.6 6.84
[1]
(e) Plot a graph of resistance R (y‑axis) against length l (x‑axis). Start both axes at the origin
(0,0).
0
0 [4]
(f) Use your graph to determine the resistance R50 of 50.0 cm of the resistance wire.
Show clearly on the graph how you obtained the necessary information.
R50 = ...............................................................
[2]
[Total: 11]

10
4 A student investigates the force required to break different beams made from a mixture of sand
and cement. All the beams have the same cross‑section.
Plan an experiment to investigate the force required to break the beams.
Fig. 4.1 shows the set‑up.
load
beam
triangular
blocks bench
Fig. 4.1
• a selection of beams made from different ratios of sand and cement and of various lengths
• triangular blocks to support the beams
• a metre rule
• a selection of loads.
The student takes all the necessary safety precautions. You are not required to write about safety
precautions.
• explain briefly how to carry out the investigation (you may add to the diagram if it helps your
explanation)
• state the key variables to keep constant
• draw a table, or tables, with column headings, to show how to display your readings (you are
• explain how you would use the readings to reach a conclusion.
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Permission to reproduce items where third‑party owned material protected by copyright is included has been sought and cleared where possible. Every
To avoid the issue of disclosure of answer‑related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
© UCLES 2022 0625/61/M/J/22

Cambridge IGCSE™
* 8 6 9 0 2 4 8 1 9 9 *
PHYSICS 0625/62
1 hour
INSTRUCTIONS
INFORMATION
DC (JP/SG) 303529/2
2
1 A student investigates the balancing of a metre rule.
Fig. 1.1 shows the apparatus.
50.0 cm mark
metre rule
P Q
a b
0 100
10.0 cm mark
pivot bench
Fig. 1.1
(a) The student places the metre rule on the pivot at the 50.0 cm mark.
She places object P with its centre on the metre rule at the 10.0 cm mark.
The object covers the scale markings on the metre rule, as shown in Fig. 1.2.
0 20 30 40 50 60 70 80 90 100
Fig. 1.2
Explain briefly how to place object P as accurately as possible with its centre at the
10.0 cm mark.
You may add to Fig. 1.2, or draw another diagram, to help your explanation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
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3
(b) The student places object Q on the metre rule and adjusts its position until the metre rule is
as close to balancing as possible.
She records the distance a = 40.0 cm between the centre of object P and the pivot.
The centre of object Q is at the 71.2 cm mark.
Determine, and record in Table 1.1, the distance b between the centre of object Q and the
pivot. Show your working.
[2]

4
(c) She repeats the procedure with object P placed at the 15.0 cm mark, 20.0 cm mark,
25.0 cm mark and 30.0 cm mark. All the values of a and b are shown in Table 1.1.
Table 1.1
a / cm b / cm
40.0
35.0 17.8
30.0 15.1
25.0 12.3
20.0 9.7
Plot a graph of a / cm (y-axis) against b / cm (x-axis). You do not need to start your graph from
the origin (0,0).
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ......................................................... [2]
(e) The gradient G of the graph is equal to the ratio of the masses of P and Q.
Record the ratio R of the masses of P and Q. Give your answer to a suitable number of
significant figures for this experiment.
R = ......................................................... [2]
[Total: 11]
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2 A student investigates the resistances of combinations of resistors.
The first circuit arrangement is shown in Fig. 2.1.
RA RB
Fig. 2.1
(a) The student measures the current and decides to use a lower current. He adds a variable
resistor to the circuit to reduce the current.
On Fig. 2.1, mark with an X a suitable position in the circuit for the variable resistor. [1]
5
0.4 0.6 3 4 6 7
0.2 0.8 2 8
1 9
0 1.0 0 10
A V
Fig. 2.2 Fig. 2.3
(b) (i) The student measures the current I1 in the circuit. Record the current shown in Fig. 2.2.
I1 = .......................................................A [1]
(ii) He measures the potential difference (p.d.) V1 across resistors RA and RB in series.
Record the potential difference V1 shown in Fig. 2.3.
V1 = .......................................................V [1]

6
(c) Calculate the resistance R1 of the combination of resistors in series. Use the equation
V1
R1 = I .
1
Include the unit.
R1 = ......................................................... [1]
(d) The student connects a resistor RC in parallel with resistors RA and RB.
He does not change the series combination of resistors RA and RB.
He connects the voltmeter across the combination of all three resistors.
(i) Draw a circuit diagram showing the circuit described in (d).
[2]
(ii) The student measures the current I2 in the circuit.
0.68
I2 = ............................................................ A
He measures the potential difference V2 across the combination of the three resistors.
2.1
V2 = ............................................................ V
Calculate the resistance R2 of the combination of resistors. Use the equation

V2
R2 = I .
2
Include the unit.
R2 = ......................................................... [1]
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(e) The student rearranges the resistors to set up the circuit shown in Fig. 2.4.
RA RB
RC
Fig. 2.4
He measures the current I3 in the circuit.

0.29
I3 = ............................................................ A
He measures the potential difference V3 across the combination of the three resistors.
2.1
V3 = ........................................................... V
Calculate the resistance R3 of the combination of resistors. Use the equation

V3
R3 = I .
3
Include the unit. Give your answer to a suitable number of significant figures for this
experiment.
R3 = ......................................................... [1]
(f) A student thinks the three resistors RA, RB and RC have the same resistance within the limits
of experimental accuracy.
(i) Suggest how the student could use the apparatus provided to test his idea.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Explain how the student can decide whether the values of resistance are the same within
the limits of experimental accuracy.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]
8
3 A student determines the focal length f of a lens.
Fig. 3.1 shows the set-up.
illuminated
object
x
y z
screen
lens
bench
Fig. 3.1
(a) (i) On Fig. 3.1, measure the distance x from the screen to the illuminated object.
x = ...............................................................
Fig. 3.1 is drawn to scale. The actual distance D between the illuminated object and the
screen is 75.0 cm.
She places the lens between the object and the screen so that the lens is close to the
illuminated object.
She moves the lens away from the object until a clearly focused image is formed on the
screen.
On Fig. 3.1, measure the distance y between the centre of the lens and the illuminated
object.
y = ...............................................................
On Fig. 3.1, measure the distance z between the centre of the lens and the screen.
z = ...............................................................
[2]
Table 3.1
D / cm u / cm v / cm f / cm
75.0
85.0 19.1 64.1 14.4
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9
(ii) Calculate, and record in Table 3.1, the actual distance u between the centre of the lens
and the illuminated object.
Calculate, and record in Table 3.1, the actual distance v between the centre of the lens
and the screen.
[1]
(iii) Calculate, and record in Table 3.1, the focal length f of the lens using the equation
uv
f= D.
[1]
(b) The student places the screen at a distance D = 85.0 cm from the illuminated object.
She repeats the procedure described in (a). The results are shown in Table 3.1.
Calculate the average value fA of the focal length of the lens. Show your working.
fA = ................................................... cm [2]
(c) State two precautions that you would take to obtain accurate readings in this experiment.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(d) A student states that a more accurate value for the focal length f of the lens can be determined
by plotting a graph of uv against D. The gradient of the graph is numerically equal to the focal
length.
(i) Suggest a suitable number of sets of readings that the student should take.
..................................................................................................................................... [1]
(ii) Explain briefly how this graphical method can give a more accurate value for the focal
length.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 11]

10
4 A student investigates insulators.
Plan an experiment to list insulating discs in order from best insulator to worst insulator.
• five discs made from different insulating materials

• a thermometer
• a stop-watch
• a heated metal cylinder (see Fig. 4.1)
• a second metal cylinder with a hole for the thermometer (see Fig. 4.1).
heated metal cylinder
insulating disc
electrical heater
metal cylinder thermometer
Fig. 4.1
• explain briefly how you would carry out the investigation
• state the key variables that you would control
• draw a table, or tables, with column headings, to show how you would display your
readings (you are not required to enter any readings in the table)
• explain how you would use your readings to reach a conclusion.
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© UCLES 2022 0625/62/M/J/22

Cambridge IGCSE™
* 1 6 6 5 3 9 1 0 5 0 *
PHYSICS 0625/63
1 hour
INSTRUCTIONS
INFORMATION
DC (EF) 308975
2
1 A student investigates the forces supporting a metre rule.
He uses the apparatus shown in Fig. 1.1. The scale of the metre rule faces upwards.
clamp
newton meter P newton meter Q

stand
metre rule
0.0 cm mark
d
1.00 N load loop of thread
bench
Fig. 1.1
(a) The student ensures that the metre rule is horizontal.
Briefly describe how to check that the rule is horizontal. You may draw a diagram if it helps to
explain your answer.
measure distance below meter ruler

...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(b) (i) The student sets the distance d between the 0.0 cm mark and the 1.00 N load as shown
in Fig. 1.1. He moves the thread supporting the 1.00 N load so that it is at the mark on
the metre rule shown in Fig. 1.2.
thread
supporting
1.00 N load
14 15 16 17
Fig. 1.2
Record the distance d indicated on Fig. 1.2. 15.2
d = .................................................... cm [1]
© UCLES 2022 0625/63/M/J/22
3
(ii) The readings on newton meter P and newton meter Q are shown in Fig. 1.3.
N N
0.0 0.0
0.5 0.5
1.0 1.0
1.5 1.5
2.0 2.0
2.5 2.5
newton meter P newton meter Q
Fig. 1.3
Record FP, the reading on newton meter P shown in Fig. 1.3.
Record FQ, the reading on newton meter Q shown in Fig. 1.3.

0.9
FP = ...............................................................
1.9
FQ = ...............................................................
[1]

4
(c) The student moves the 1.00 N load to distances d = 25.0 cm, d = 35.0 cm, d = 45.0 cm,
d = 55.0 cm and d = 65.0 cm.
He reads the value FP on newton meter P and the value FQ on newton meter Q. His readings
are shown in Table 1.1.
Table 1.1
d / cm FP / N FQ / N
25.0 1.81 1.19
35.0 1.70 1.30
45.0 1.56 1.45
55.0 1.44 1.55
65.0 1.31 1.69
Using the values from Table 1.1, plot a graph of FP / N (y-axis) against d / cm (x-axis).
On the same axes, and using the same scales, plot a graph of FQ / N (y-axis) against d / cm
(x-axis).
Draw two best-fit lines, one for each set of plots. Show clearly on your graph which line is for
FP and which line is for FQ.
FP / N
FQ / N
[5]
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(d) From your graph, determine F0, the value of FP where the two best-fit lines cross.
F0 = ...............................................................
Calculate the weight WR of the metre rule, using the equation WR = (2 × F0) – k, where
k = 1.00 N.
WR = ...............................................................
[2]
(e) Another student does the experiment with the same equipment. He reads values of FP which
are the same as those in Table 1.1 but his values of FQ are all 0.10 N greater than those in
Table 1.1.
Suggest a reason for this difference. Assume that the values in Table 1.1 are correct.
meter ruler may be placed differently
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]

6
2 A student investigates how the volume of water affects the rate at which water in a beaker cools.
She uses the apparatus shown in Fig. 2.1.
70
thermometer
stand
60
beaker
50
bench
40
030
20
10
Fig. 2.1
(a) (i) Record the room temperature θR shown on the thermometer in Fig. 2.1.
19
θR = ......................................................... [1]
(ii) Describe one precaution that can be taken to ensure that temperature readings in the
w for thermometer to stop moving
...........................................................................................................................................
..................................................................................................................................... [1]
(b) The student pours a volume of 150 cm3 of hot water into the beaker and records the
temperature θ at time t = 0.
She records the temperature of the water in the beaker every 30 s.
She tips the water out and pours a volume of 50 cm3 of hot water into the beaker. The student
repeats the temperature measurements for this volume of water.
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7
Complete the headings in Table 2.1.
Table 2.1
beaker beaker
with 150 cm3 of hot water with 50 cm3 of hot water
t/ s θ / oc θ/
0 88.0 86.0
30 86.0 82.0
60 84.0 79.0
90 82.5 76.5
120 81.0 74.5
150 79.5 73.0
180 78.5 72.0
[1]
(c) Write a conclusion stating how the volume of water affects the rate of cooling of the water.
Justify your answer by reference to the results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) (i) Using the results for 50 cm3 of water, calculate the average cooling rate x for the first 90 s
of the experiment. Use the readings from Table 2.1 and the equation
θ0 – θ90
x=
T
where T = 90 s and θ0 and θ90 are the temperatures at t = 0 and t = 90 s.
0.106
x = ......................................................... [2]

8
(ii) Another student does this experiment with the same starting temperature but in a room
with a much higher room temperature than θR from (a)(i).
State how this affects his value of x in d(i).

Explain your answer by reference to the results in Table 2.1 for the beaker with 50 cm3 of
hot water.
lower rate
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(e) Some thermal energy is lost from the sides of the beaker.
The student wishes to find out how much this loss of thermal energy affects the cooling rate
of 50 cm3 of water.
Briefly describe an additional experiment that the student can carry out to investigate this.
Explain how the results can be used to determine how much this loss affects the cooling rate.
additional experiment ...............................................................................................................
...................................................................................................................................................
use of results ............................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
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3 Some students determine the focal length of a converging lens by different methods.
Method 1
One student uses the apparatus shown in Fig. 3.1.
mirror
illuminated triangle f1
lens
card
bench
Fig. 3.1
(a) The student sets the distance between the illuminated triangle and the mirror to 40 cm.
He moves the lens until he sees a sharp image of the triangle on the card, by the side of the
illuminated triangle.
(i) On Fig. 3.1, measure the distance f1 between the illuminated triangle and the lens.
f1 = ...............................................................
Fig. 3.1 is drawn to 1/5th scale.
Calculate the actual distance F1 between the illuminated triangle and the lens in this
experiment. This is a value for the focal length of the lens.
F1 = ...............................................................
[2]
(ii) Briefly describe a technique to obtain an image on the card that is as sharp as possible
in this experiment.
move lens backward
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

10
Method 2
Another student sets up apparatus as shown in Fig. 3.2.
illuminated triangle U
screen
lens
card
bench
Fig. 3.2
(b) The student sets the distance between the illuminated triangle and the lens to U = 20.0 cm.
She moves the screen until a sharp image of the triangle appears on the screen.
(i) Measure hO, the height of the illuminated triangle as shown in Fig. 3.3.
hO = ...............................................................
Measure hI, the height of the image on the screen as shown in Fig. 3.4.
hI = ...............................................................
[1]
hI
hO
Fig. 3.3 Fig. 3.4
(ii) Describe one difficulty when measuring the height of the image in this type of experiment.
Suggest an improvement to overcome this difficulty.
difficulty .............................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2022 0625/63/M/J/22

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hO
(iii) Calculate a value W using the equation W = .
hI
0.235
W = ...............................................................
Calculate a second value F2 for the focal length of the lens, using the equation
U
F2 = .
(W + 1)
F2 = ...............................................................
[2]
(c) A student suggests that F1 and F2 should be equal.
State whether the results support this suggestion.

Justify your statement with reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(d) Describe one precaution that can be taken to obtain reliable measurements of F1 and U in
the experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]

12
4 A student investigates the resistance of a light-dependent resistor (LDR).

The resistance of an LDR changes as the intensity of light falling on it varies.
V
The resistance R of the LDR is calculated using the equation R =
I
where V is the potential difference (p.d.) across the LDR and I is the current in the LDR.
Plan an experiment to investigate how the light intensity affects the resistance of an LDR.

an LDR
equipment to connect the circuit, part of which is shown in Fig. 4.1
a lamp with a power supply.
• complete the circuit diagram in Fig. 4.1 to show a voltmeter connected to measure the
potential difference across the LDR
• state how the light intensity falling on the LDR will be varied and list any additional apparatus
needed
• explain briefly how to do the experiment, including any precautions taken to ensure reliable
results
• state one key variable to be kept constant
power supply
LDR
Fig. 4.1
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Cambridge IGCSE™
* 5 7 0 0 1 9 7 5 7 6 *
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2021
1 hour
INSTRUCTIONS
INFORMATION
DC (CJ/CT) 204871/2
2
1 A student investigates the stretching of a spring.
0 cm mark
44
spring
45
clamp
stand
metre rule
bench
100 cm mark
Fig. 1.1
(a) The metre rule is clamped in position near to the spring.
(i) Write down the scale readings in mm from the metre rule at the top and bottom of the
spring, as shown in Fig. 1.1.
43.9
top reading = ................................................... mm
45.4
bottom reading = ................................................... mm
[2]
(ii) Using the two readings, calculate the length l 0 of the spring in mm. Record l 0 in Table 1.1.
The value l 0 is the length of the spring when the load L = 0.00 N. [1]
(b) The student suspends a load L = 0.20 N from the spring. He records the new length l of the
spring in Table 1.1.
(i) Use the equation e = (l – l 0) to calculate the extension e of the spring. Record the value
of e in Table 1.1. [1]
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3
(ii) Complete the extension column heading in Table 1.1. [1]
(c) The student repeats the procedure using loads L = 0.40 N, L = 0.60 N, L = 0.80 N and L =
1.00 N. He records the readings and results in Table 1.1.
Table 1.1
L/N l / mm e / mm
0.00 1.5 0
0.20 17
0.40 20 5
0.60 23 8
0.80 25 10
1.00 28 13
Plot a graph of e / mm (y-axis) against L / N (x-axis).
[4]
© UCLES 2021 0625/61/O/N/21 [Turn over

4
(d) Fig. 1.2 shows the unstretched spring and the spring with a load. On Fig. 1.2, show clearly
the distances l 0, l and e.
Fig. 1.2
[2]
[Total: 11]
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2 A student investigates the resistance of resistors in different circuit arrangements.
Fig. 2.1 shows the first circuit arrangement.
power supply
X Y
Fig. 2.1
(a) She measures the potential difference (p.d.) VX across the resistor X and the current IX in the
circuit. The meters are shown in Fig. 2.2 and Fig. 2.3.
3 4 5 6 7 0.4 0.6
2 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 2.2 Fig. 2.3
VX = ..........................................................
IX = ..........................................................
[2]
VX
(ii) Calculate RX, the resistance of resistor X, using the equation RX = .
IX
RX = .................................................... [2]

6
(b) The student connects the voltmeter to record VXY, the potential difference across the two
resistors X and Y in series. She calculates RXY, the combined resistance of resistors X and Y
connected in series.
10.4
RXY = ..........................................................
She calculates the resistance RY of resistor Y.
5.78
RY = ..........................................................
State and explain whether RX and RY can be considered to be equal within the limits of
experimental accuracy.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
(c) The student connects a resistor Z in parallel with resistor X. She connects the voltmeter to
record VXZ, the potential difference across the parallel combination of resistor X and resistor Z.
Draw the circuit diagram for this arrangement. Label the resistors X, Y and Z.
[3]
(d) The student records VXZ, the potential difference across the two resistors X and Z in parallel,
and IXZ, the current in the circuit.
0.8
VXZ = ..........................................................
0.36
IXZ = ..........................................................
Calculate RXZ, the combined resistance of resistors X and Z connected in parallel, using the
V
equation RXZ = XZ . Give your answer to 2 significant figures.
IXZ
RXZ = .................................................... [1]
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(e) Another student does this experiment using a set of three identical resistors. His results show
that, within the limits of experimental accuracy, the combined resistance of two identical
resistors connected in series is four times the combined resistance of the same two resistors
connected in parallel. To test whether his results are true for other values of resistance, he
does the same procedure with other sets of three identical resistors.
Suggest the values of resistance he could use to reach a conclusion during a 1 hour practical
lesson.
...................................................................................................................................................
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............................................................................................................................................. [2]
[Total: 11]

8
Fig. 3.1 shows the ray-trace sheet.
M P5 R
P3 P6
P4
Fig. 3.1
(a) • On Fig. 3.1, draw a normal to the line MR that passes through its centre. Label the
normal NL. Label the point at which NL crosses MR with the letter B.
• Draw a line 7.0 cm long from B at an angle of incidence i = 70° to the normal below MR
and to the left of the normal. Label the end of this line A.
• Draw another line 7.0 cm long from B at an angle θ = 40° to the normal below MR and to
the left of the normal. Label the end of this line C.
[3]
(b) Mark, with two neat crosses, positions for two pins, P1 and P2, on line AB at a suitable
distance apart for this type of ray-trace experiment. [1]
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(c) The student places a plane mirror on line MR and views the images of pins P1 and P2 in the
mirror. He places two pins, P3 and P4, so that pins P3 and P4 and the images of P2 and P1 all
appear exactly one behind the other. The positions of P3 and P4 are marked on Fig. 3.1.
Draw a line through the positions of P3 and P4. Continue the line until it meets MR.
Measure the angle α between the line and the normal NL below MR. Include the unit.
α = .................................................... [1]
(d) The student places the reflecting face of the mirror vertically on the line AB with the centre of
the mirror at B.
He places pins P1 and P2 on line CB. He places pins P5 and P6 so that pins P5 and P6 and
the images of P2 and P1 all appear exactly one behind the other.
Draw a line through the positions of P5 and P6. Continue the line until it meets NL.
Measure the angle β between the line and NL below MR. Include the unit.
β = .................................................... [1]
(e) A student investigates a possible relationship between angles α and β. The angle θ remains
constant at θ = 40°. Suggest values of the angle of incidence i that he could use.
...................................................................................................................................................
............................................................................................................................................. [2]
(f) A student does this experiment with care. Suggest one practical reason why the results may
not be exactly those that the theory of reflection predicts.
...................................................................................................................................................
............................................................................................................................................. [1]
(g) Tick the boxes that indicate relevant precautions that the student should take with this type of
ray-trace experiment.
carry out the experiment in a darkened room
draw thin lines
keep one eye closed
keep room temperature constant
view the bases of the pins
view the tops of the pins

[2]
[Total: 11]
10
4 A student investigates the time taken to heat water in different uninsulated containers. The
containers all have the same volume and shape. The water is heated with an electric immersion
heater.
a selection of containers
measuring cylinder
thermometer
supply of cold water
immersion heater with power supply.
Plan an experiment to investigate the time taken to heat water in different uninsulated containers.
You should:
• list any additional apparatus that is required
• state the key variables that you would keep constant
• draw a table, or tables, with column headings to show how you would display your readings
• explain briefly how you would use your readings to reach a conclusion.
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Cambridge IGCSE™
* 2 7 5 6 6 5 5 2 3 3 *
PHYSICS 0625/62
1 hour
INSTRUCTIONS
INFORMATION
DC (CJ/CT) 204872/2
2
1 A student determines the density of a block of wood.
(a) Fig. 1.1 shows one face of the block of wood that the student uses.
Fig. 1.1
(i) Measure the length l and width w of the block of wood. Fig. 1.1 is drawn actual size.
l = .................................................... cm
w = .................................................... cm
[1]
(ii) The student measures the height h of the block of wood.
4.0
h = .................................................... cm
Calculate the volume V of the block of wood using the equation V = l × w × h.
V = ............................................. cm3 [1]
(iii) The student measures the mass m of the block of wood on a balance.
63.92 g
Fig. 1.2
Write down the mass m of the block as shown in Fig. 1.2. Give your answer to the
nearest gram.
m = ................................................. g [1]
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3
m
(iv) Calculate the density ρ of the wood using the equation ρ = . Give your answer to a
V
suitable number of significant figures for this experiment and include the unit.
ρ = .................................................... [2]
(b) The student places the block of wood carefully in water in a glass dish. The wood floats as
shown in Fig. 1.3.
water surface
block of wood
Fig. 1.3
(i) Using Fig. 1.3, estimate, without taking a measurement, the volume V1 of wood that is
below the water surface.
V1 = ............................................. cm3 [1]
(ii) Calculate mW, the mass of water with volume V1, using the equation mW = ρW × V1 ,
where ρW = 1.00 in the same units as ρ in part (a)(iv).
mW = .................................................... [1]
(c) A student suggests that the mass m of the block of wood should be equal to the mass mW of
the water with volume V1.
(i) Calculate the difference d between your values of m and mW.
d = .................................................... [1]
(ii) Discuss whether the difference d is small enough to conclude that m = mW.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]

4
(d) Another student wants to obtain a more accurate value for V1. He uses the method of floating
the block of wood in water as described in (b).
Suggest how the student could obtain a more accurate value by taking a measurement.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 11]
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2 A student investigates the resistances of a resistor and a lamp.
Fig. 2.1 shows the first circuit arrangement.
power supply
Fig. 2.1
(a) She records VS, the potential difference (p.d.) across the resistor R, and the current IS in the
circuit. The meters are shown in Fig. 2.2 and Fig. 2.3.
3 4 5 6 7 0.4 0.6
2 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 2.2 Fig. 2.3
VS = ..........................................................
IS = ..........................................................
[2]
VS
(ii) Calculate RS, the resistance of resistor R, using the equation RS = .
IS
RS = .................................................... [2]

6
(b) The student replaces the resistor with the lamp. She records VL the potential difference
across the lamp and the current IL in the circuit.
1.7
VL= ..........................................................
0.35
IL = ..........................................................
VL
Calculate RL, the resistance of the lamp, using the equation RL = .
IL
RL = .................................................... [2]
(c) The student connects the resistor R in series with the lamp. She connects the voltmeter to
record VC, the potential difference across the series combination of the resistor and the lamp.
Draw the circuit diagram for this arrangement.
[2]
(d) The student records VC the potential difference across the resistor and the lamp in series and
the current IC in the circuit.
1.7
VC = ..........................................................
0.21
IC = ..........................................................
Calculate RC, the combined resistance of the resistor and the lamp connected in series, using
VC
the equation RC = .
IC
RC = .................................................... [1]
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(e) State and explain briefly whether the results show that RS + RL = RC within the limits of
experimental accuracy.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]

8
3 A student investigates the image produced by a lens.
illuminated
object
u v screen
lens
bench
Fig. 3.1
(a) • The student places the lens a distance u = 20.0 cm from the illuminated object.
• He moves the screen until a clearly focused image is formed on the screen.
• He measures the distance v between the centre of the lens and the screen.
u
• Calculate, and record in the first row of Table 3.1, .
v
• He repeats the procedure for u = 25.0 cm, u = 30.0 cm, u = 35.0 cm and u = 40.0 cm. The
readings and results are shown in Table 3.1.
Table 3.1
u
u / cm v / cm v
20.0 79.5
25.0 44.5 0.56
30.0 35.0 0.86
35.0 30.0 1.17
40.0 27.0 1.48
[1]
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u
(b) Plot a graph of u / cm (y-axis) against (x-axis). Start the y-axis at u = 15.0 cm.
v
[4]
u
(c) Use your graph to find u1, the value of u when = 1.0. Show clearly on the graph how you
obtained the necessary information. v
u1 = .................................................... [2]
u1
(d) Calculate the focal length f of the lens using the equation f = . Give your answer to a
2
suitable number of significant figures for this experiment.
f = .............................................. cm [2]
(e) Suggest one practical difficulty with this experiment. Explain briefly how you would try to
overcome this difficulty in order to obtain accurate results.
suggestion ................................................................................................................................
...................................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
10
4 A student investigates the strengths of wires made from different metals by measuring the force
required to break the wires.
The apparatus is shown in Fig. 4.1. A wire is held by a clamp at one end and a load is suspended
from the other end. The load is increased until the wire breaks. The student takes all the necessary
safety precautions.
clamp
wire
load
Fig. 4.1
Plan an experiment to investigate the force required to break wires made from different metals.
clamps and stands

a selection of masses with a suitable hanger
metre rule
a selection of wires made from different metals.
• write a list of suitable metals for the wires you would investigate
• explain briefly how you would do the investigation
• draw a table, or tables, with column headings, to show how you would display your readings
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You may add to the diagram if it helps your explanation.
You are not required to write about the safety precautions that the student should take.
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Cambridge IGCSE™
* 0 6 7 2 2 6 3 0 8 5 *
PHYSICS 0625/63
1 hour
INSTRUCTIONS
INFORMATION
DC (NF/SG) 214840/2
2
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1 A student investigates the effect of insulation on the cooling of water.
The sides of beaker A are covered with material that is a thermal insulator.
Beaker B has no covering on its sides.
thermometer
lid
beaker A beaker B
bench
insulation
Fig. 1.1
30
20
10
θR = .......................................................... [1]
(b) The student pours 150 cm3 of hot water into beaker A and records the temperature θ at
time t = 0.
She records, in Table 1.1, the temperature of the water in the beaker every 30 s. The student
repeats the process for beaker B.
Add units to the column headings in Table 1.1. [1]

4
Table 1.1
beaker A beaker B
with insulation without insulation
t/ θ/ θ/
0 88.0 87.5
30 86.0 83.5
60 84.5 81.5
90 83.5 80.0
120 82.5 79.0
150 82.0 78.5
180 81.5 78.0
(c) Describe two precautions that can be taken to ensure that temperature readings in the
1. ...............................................................................................................................................
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2. ...............................................................................................................................................
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[2]
(d) Write a conclusion stating whether the insulation affects the rate of cooling of the water.
Justify your answer by reference to values from the results.
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(e) (i) Calculate the average cooling rate x1 during the first half of the experiment for the water
in beaker B. Use the readings for beaker B from Table 1.1 and the equation
θ0 – θ90
x1 = ,
T
where T = 90 s and θ0 and θ90 are the temperatures of the water in beaker B at t = 0 and
t = 90 s.
Include the unit.
x1 = .......................................................... [1]
(ii) Calculate the average cooling rate x2 during the second half of the experiment for the
water in beaker B. Use the readings for beaker B from Table 1.1 and the equation
θ90 – θ180
x2 = ,
T
where T = 90 s and θ90 and θ180 are the temperatures of the water in beaker B at t = 90 s
and t = 180 s.
Include the unit.
x2 = .......................................................... [1]
(f) (i) Suggest an additional experiment to test whether the lid affects the cooling rate of the
water in beaker B. State how the readings are used to show the effect.
...........................................................................................................................................
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..................................................................................................................................... [1]
(ii) A student suggests that the temperature of the water in beaker B at t = 0 for this additional
experiment must be the same as in (b) for the comparison to be fair.
State whether your results support this suggestion.
Use your results from (e) to explain whether this precaution is necessary.
statement ..........................................................................................................................
explanation ........................................................................................................................
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[2]
[Total: 11]

6
2 A student compares the resistances of two wires.
She uses the circuit, part of which is shown in Fig. 2.1.
X Y
crocodile clip
resistance wire A
l
resistance wire B
Fig. 2.1
(a) On Fig. 2.1, complete the circuit diagram to show a voltmeter connected to measure the
potential difference (p.d.) across terminals X and Y, and an ammeter connected to measure
the current in the circuit. [2]
(b) The student connects the crocodile clip to a length l = 90.0 cm of resistance wire A and
measures the potential difference V and the current I for the length l of the wire.
2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A
Fig. 2.2 Fig. 2.3
(i) Read, and record in Table 2.1, the values of V and I shown on the meters in Fig. 2.2 and
Fig. 2.3. [2]
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Table 2.1
wire l / cm V/ I/ R/
A 90.0
B 90.0 2.6 0.45
A 50.0 2.7 0.54
B 50.0 2.3 0.72
(ii) The student then connects the crocodile clip to lengths l = 90.0 cm of wire B, l = 50.0 cm
of wire A and l = 50.0 cm of wire B.
Calculate, and record in Table 2.1, the resistance R of each length of wire A and wire B.
Use the values of V and I and the equation

V
R= .
I
[2]
(iii) Complete the headings in Table 2.1. [1]
(c) (i) Calculate a value P using your results from Table 2.1 and the equation
R for 90.0 cm of wire A
P= .
R for 90.0 cm of wire B
P = ................................................................
Calculate a value Q using your results from Table 2.1 and the equation
R for 50.0 cm of wire A
Q= .
R for 50.0 cm of wire B
Q = ................................................................
[1]

8
(ii) A student suggests that the values of P and Q should be equal.
State whether your results support this suggestion. Justify your answer by reference to
values from your results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(d) Suggest one reason why students all doing this experiment carefully with the same apparatus
may not obtain the same results.
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............................................................................................................................................. [1]
[Total: 11]
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3 A student investigates the image produced by a converging lens.
triangular
object screen
u
lens
hO
bench
Fig. 3.1
(a) The triangular object is shown full size in Fig. 3.2.
Measure and record the height hO of the triangular object in Fig. 3.2.
hO = ..................................................... cm [1]
hO
Fig. 3.2
(b) The student sets the distance u between the triangular object and the lens to 20.0 cm. He
moves the screen until a sharp image of the triangular object is seen on the screen. The
student measures, and records in Table 3.1, the height hI of the image on the screen.
Briefly describe a technique to obtain an image on the screen that is as sharp as possible in
this experiment.
...................................................................................................................................................
............................................................................................................................................. [1]

10
(c) The student repeats the process for u = 25.0 cm, u = 30.0 cm, u = 35.0 cm and u = 40.0 cm.
His readings are shown in Table 3.1.
1
For distance u = 20.0 cm, calculate, and record in Table 3.1, the value of . [1]
hI
Table 3.1
1 1
u / cm hI / cm hI  cm
20.0 5.6
25.0 3.2 0.31
30.0 1.9 0.53
35.0 1.5 0.67
40.0 1.2 0.83
1 1
(d) Plot a graph of u / cm (y-axis) against
hI  cm (x-axis).
[4]
(e) (i) Determine the gradient of the graph.
Show clearly on the graph how you obtained the necessary information.
gradient = .......................................................... [1]
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(ii) Calculate the focal length f of the lens. Use your value of hO from (a) and the equation
G
f= ,
hO
where G is numerically equal to the gradient from (e)(i).
f = .......................................................... [1]
(f) Describe one difficulty that can be experienced when measuring the height of the image.
Suggest an improvement to overcome this difficulty.
difficulty .....................................................................................................................................
...................................................................................................................................................
improvement .............................................................................................................................
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[2]
[Total: 11]

12
4 A student investigates the strength of an electromagnet.
The electromagnet is made from a coil of insulated wire wrapped around an iron rod. When there
is an electric current in the coil, the iron rod becomes magnetised. The electromagnet can then
attract magnetic materials (e.g. iron and steel).
Plan an experiment to investigate how one factor affects the number of steel paper clips the
electromagnet can support.

• an electromagnet, shown in Fig. 4.1
• a power supply
• a selection of steel paper clips.
• state a factor which can be measured and list any additional apparatus needed
• explain briefly how to do the experiment, including any precautions to ensure reliable results
(you may draw a diagram or add to Fig. 4.1 to help your explanation)
iron rod
insulated wire
Fig. 4.1
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Cambridge IGCSE™
* 4 8 5 8 0 6 4 6 6 5 *
PHYSICS 0625/61
1 hour
INSTRUCTIONS
INFORMATION
DC (CJ/CT) 308176/2
2
1 A student investigates the period of a pendulum. Fig. 1.1 and Fig. 1.2 show the set-up.
clamp clamp
bob
one complete
oscillation
Fig. 1.1 Fig. 1.2
(a) Explain briefly how to measure to the centre of the pendulum bob as accurately as possible.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) The student adjusts the length of the pendulum until the distance l , measured from the bottom
of the clamp supporting the pendulum to the centre of the pendulum bob, is 50.0 cm.
He displaces the bob slightly and releases it so that it swings. Fig. 1.2 shows one complete
oscillation of the pendulum.
He measures and records the time t for 20 complete oscillations.
(i) Calculate, and record in Table 1.1, the period T of the pendulum. The period is the time
for one complete oscillation. [1]
(ii) Calculate, and record in Table 1.1, the value of T 2. [1]
Table 1.1
l / cm t/s T/s T 2 / s2
50.0 28.2
60.0 31.2 1.56 2.43
70.0 33.6 1.68 2.82
80.0 35.8 1.79 3.20
90.0 38.2 1.91 3.65
He repeats the procedure using l values of 60.0 cm, 70.0 cm, 80.0 cm and 90.0 cm. The
readings and results are shown in Table 1.1.
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(c) Plot a graph of T 2 / s2 (y-axis) against l / cm (x-axis). Start the T 2 / s2 axis at a convenient value
close to the minimum value of T 2 / s2.
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ........................................................ [3]
(e) Explain briefly why timing 20 oscillations gives a more accurate result for the period T than
timing 1 oscillation.
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............................................................................................................................................. [1]
[Total: 11]

4
2 A student investigates the resistance of a lamp. She uses the circuit shown in Fig. 2.1.
S
L
C D E
resistance wire CE
Fig. 2.1
(a) On Fig. 2.1, draw a voltmeter connected to measure the potential difference (p.d.) across the
lamp. [1]
(b) The student places a sliding contact S on the resistance wire CE as close as possible to
point C.
She measures the potential difference V1 across lamp L and the current I1 in the circuit. The
readings are shown in Fig. 2.2 and Fig. 2.3.
4 5 6 7 0.4 0.6
2 3 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 2.2 Fig. 2.3
(i) Record the readings shown in Fig. 2.2 and Fig. 2.3.
V1 = ........................................................... V
I1 = ............................................................ A
[2]
V1
(ii) Calculate the resistance R1 of lamp L. Use the equation R1 = . Include the unit.
I1
R1 = ......................................................... [1]
(c) She places the sliding contact S on the resistance wire as close as possible to point D.
Point D is at the mid-point of the resistance wire.
She measures the potential difference V2 across lamp L.
1.4
V2 = ............................................................ V
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She measures the current I2 in the circuit.
0.24
I2 = ............................................................ A
V2
Calculate the resistance R2 of lamp L. Use the equation R2 = . Include the unit. Give your
I2
answer to a suitable number of significant figures for this experiment.
R2 = ......................................................... [1]
(d) She places the sliding contact S on the resistance wire as close as possible to point E.
She measures the potential difference V3 across lamp L.
0.9
V3 = ............................................................ V
She measures the current I3 in the circuit.
0.18
I3 = ............................................................ A
V3
Calculate the resistance R3 of lamp L. Use the equation R3 = . Include the unit.
I3
R3 = ......................................................... [1]
(e) Complete the following statements, referring to your practical experience and the results.
1. As the length of resistance wire included in the circuit is increased, the brightness of the
lamp ................................................................................. .
2. As the length of resistance wire included in the circuit is increased, the resistance of the
lamp ................................................................................. .
[2]
(f) A variable resistor can be used in this type of experiment in place of the resistance wire.
Draw a circuit diagram to show a variable resistor in place of the resistance wire. Include the
ammeter and the voltmeter in your diagram.
[3]
[Total: 11]
6
3 A student investigates the effect of the starting temperature on the cooling rate of water.
Fig. 3.1 shows the apparatus used.
thermometer
bench
beaker
Fig. 3.1
(a) The thermometer in Fig. 3.2 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. 3.2
θR = ......................................................°C [1]
(b) The student uses a measuring cylinder to pour 200 cm3 of hot water into the beaker.
He records in Table 3.1 the temperature θ of the hot water at time t = 0.
He measures, and records in Table 3.1, the water temperature every 30 s.
Complete the time t column in Table 3.1. [1]
Table 3.1
t/s θ / °C
0 88
82
78
74
71
69
67
© UCLES 2022 0625/61/O/N/22

7
(c) Calculate the decrease in temperature Δθ1 between t = 0 and t = 180 s.
Δθ1 = ...............................................................
Δθ1
Calculate the average rate of cooling C1 of the water using the equation C1 = ,
Δt
C1 = ......................................................... [2]
(d) The student empties the beaker.
He pours warm water into the same beaker.
He records in Table 3.2 the temperature θ of the warm water at time t = 0.
He measures, and records in Table 3.2, the water temperature every 30 s.
Table 3.2
t/s θ / °C
0 74
30 71
60 70
90 68
Using Table 3.2, calculate the decrease in temperature Δθ2 between t = 0 and t = 90 s.
Δθ2 = ...............................................................
Δθ2
Calculate the average rate of cooling C2 of the water using the equation C2 = ,
Δt
where Δt = 90 s.
C2 = ......................................................... [1]
(e) A student suggests that the rate of cooling of water depends on the initial temperature of the
water.
Write a conclusion about the effect of the initial temperature of water on the rate of cooling
of the water, based on the results. Justify your conclusion by reference to values from the
results.
conclusion .................................................................................................................................
...................................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]

8
(f) State two requirements when reading the volume of water in a measuring cylinder in order to
obtain an accurate result.
1. . ..............................................................................................................................................
2. . ..............................................................................................................................................
[2]
(g) Suggest two possible variables that the student should keep constant.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 11]
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10
4 A student investigates the horizontal distance travelled by a metal ball after it rolls off the end of a
plastic track. Fig. 4.1 shows the set-up.
The ball rolls down a plastic track. The left-hand side of the track is fixed. The right-hand side can
be adjusted so that the ball comes off the track at different angles.
The student measures the horizontal distance that the ball travels from the right-hand end of the
track to the point that it hits the floor.
Plan an experiment to investigate how the horizontal distance travelled by the metal ball depends
on the angle that the right-hand end of the track makes with the bench.
track
clamp
bench
floor
Fig. 4.1
The following apparatus is available to the student:
• track with stand, boss and clamp

• selection of metal balls.
Other apparatus normally available in a school laboratory can also be used.
• list any additional apparatus required

• explain briefly how you would do the investigation, including the measurements you would
take
• draw a suitable table, with column headings, to show how you would display your readings
© UCLES 2022 0625/61/O/N/22

11
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Cambridge IGCSE™
* 9 2 0 8 9 3 2 5 1 8 *
PHYSICS 0625/62
1 hour
INSTRUCTIONS
INFORMATION
DC (LK/SG) 308180/3
2
1 A student investigates temperature changes when mixing hot and cold water.
thermometer
beaker bench
Fig. 1.1
(a) The thermometer in Fig. 1.2 shows 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. 1.2
θR = .................................................... °C [1]
(b) The student records the temperature θC of a supply of cold water.
19
θC = .......................................................... °C
She records the temperature θH of a supply of hot water.

88
θH = .......................................................... °C
She immediately pours 100 cm3 of the hot water into a beaker containing 100 cm3 of the cold
water. She records the highest temperature θM of the mixture.
46
θM = .......................................................... °C
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3
(i) Suggest two precautions that you would take to obtain an accurate value for the highest
temperature θM of the mixture.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...........................................................................................................................................
[2]
(ii) Calculate the decrease in temperature Δθ1 of the hot water using the equation
Δθ1 = (θH – θM). Include the unit.
Δθ1 = ...............................................................
Calculate the increase in temperature Δθ2 of the cold water using the equation
Δθ2 = (θM – θC). Include the unit.
Δθ2 = ...............................................................
[2]
(c) Calculate the average θA of the temperatures θH and θC. Show your working. Include the unit.
θA = ......................................................... [2]
(d) State whether θA and θM can be considered to be equal within the limits of experimental
accuracy. Justify your answer by reference to the results.
statement ..................................................................................................................................
...................................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(e) State two requirements when reading the volume of water in a measuring cylinder to obtain
an accurate result.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 11]

4
Fig. 2.1 shows the ray-trace sheet.
ray-trace sheet
M R
P3
P4
eye
Fig. 2.1
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5
(a) Line MR shows the position of the plane mirror. Draw a normal to this line that passes through
its centre. Label the normal NL. Label the point at which NL crosses MR with the letter B.
[1]
(b) Draw a line 7.0 cm long from B at an angle of incidence α = 30° to the normal below MR and
to the left of the normal. Label the end of this line A. [1]
(c) • The student places the reflecting face of the mirror vertically on the line MR.
• He places two pins, P1 and P2, on line AB at a suitable distance apart for this type of
ray-trace experiment.
(i) Suggest a suitable distance apart for pins P1 and P2 for this type of ray-trace experiment.
distance = ......................................................... [1]
(ii) State the reason for your suggested distance.
...........................................................................................................................................
..................................................................................................................................... [1]
(d) • The student views the images of pins P1 and P2 from the direction indicated by the eye in
Fig. 2.1.
• He places two pins, P3 and P4, so that pins P3 and P4 and the images of P2 and P1 all
appear exactly one behind the other. The positions of P3 and P4 are marked on Fig. 2.1.
Draw a line through the positions of P3 and P4. Continue the line until it meets MR.
(i) Measure, and record in Table 2.1, the acute angle β between the line through the
positions of P3 and P4 and the line MR. [1]
(ii) Add units to the column headings in Table 2.1.
Table 2.1
α/ β/ (α + β) /
30
45 46
[1]

6
(e) The student places the reflecting face of the mirror vertically on the line MR with the centre of
the mirror at B.
He repeats the procedure using an angle of incidence α = 45°. The values of α and β are
recorded in Table 2.1.
Calculate, and record in Table 2.1, the values of (α + β ). [1]
(f) Suggest a relationship, if any, between the two values of (α + β ) in Table 2.1.
............................................................................................................................................. [1]
(g) In order to investigate further a possible relationship between values of (α + β ), more values
are required.
Suggest values of the angle of incidence α that the student could use.
...................................................................................................................................................
............................................................................................................................................. [2]
(h) The student does this experiment with care.
Suggest a practical reason why the results may not be exactly those that the theory of
reflection predicts.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
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7
3 A student investigates the balancing of a metre rule.
90.0 cm metre rule

S
0 100
bench
pivot
Fig. 3.1
(a) The student places the metre rule on the pivot so that the metre rule is as near as possible to
being balanced. Fig. 3.2 shows the position of the pivot.
48 49 50 51 52
metre rule viewed top of pivot

from above
0 100
Fig. 3.2
Record the scale reading S on the metre rule at the point where the rule balances on the
pivot.
S = ................................................... cm [1]
(b) The metre rule is 4 mm thick. The pivot is under the metre rule. The scale is on the top of the
metre rule. Suggest how you would obtain an accurate value of the scale reading S.
...................................................................................................................................................
............................................................................................................................................. [1]

8
(c) • The student places an object Q with its centre on the metre rule at the 90.0 cm mark. The
position of Q is not changed during the experiment.
• He places a load P of weight P = 1.0 N on the metre rule.
• He adjusts the position of load P so that the metre rule is as near as possible to being
balanced with the pivot directly below the scale reading S.
• He records, in Table 3.1, the distance a from the centre of load P to the centre of load Q.
• He repeats the procedure using loads of weight P = 2.0 N, 3.0 N, 4.0 N and 5.0 N.
• He records all the values of a in Table 3.1.

1
Complete the column headings in Table 3.1 by inserting the unit in the column.
P
Table 3.1
P/N a / cm
1
P /
1.0 80.0 1.00
2.0 59.5 0.50
3.0 54.5 0.33
4.0 50.4 0.25
5.0 47.8 0.20

[1]
1
(d) Plot a graph of a / cm (y-axis) against (x-axis). Start the y-axis at a / cm = 30.
P
[4]
© UCLES 2022 0625/62/O/N/22
9
(e) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ......................................................... [3]
(f) The gradient G is numerically equal to the distance d between the pivot and the centre of load
Q. Record the value of d to a suitable number of significant figures for this experiment.
d = ................................................... cm [1]
[Total: 11]

10
4 A student investigates the effect on the resistance of a wire when the tension in the wire is
increased. The apparatus is shown in Fig. 4.1. The tension in the wire is increased by adding
loads to the hook attached to the wire. The student measures the current I in the wire and the
potential difference (p.d.) V across the wire. She determines the resistance R of the wire using the
V
equation R = .
I
The student takes all the necessary safety precautions. You are not required to write about safety
precautions.
• resistance wire
• power source, connecting wires and crocodile clips
• ammeter
• voltmeter
• selection of loads and a hanger.
A
resistance wire
crocodile clip
pulley
clamp
hook
bench
load hanger
floor load
Fig. 4.1
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11
Plan an experiment to investigate the effect on the resistance of a wire when the tension in the
wire is increased.
You should:
• complete the circuit diagram in Fig. 4.1 to show a voltmeter connected to measure the
potential difference across the resistance wire
• draw a table, or tables, with column headings, to show how you would display your readings
• explain how you would use your readings to reach a conclusion.
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Cambridge IGCSE™
* 0 3 6 4 0 1 8 9 4 5 *
PHYSICS 0625/63
1 hour
INSTRUCTIONS
INFORMATION
DC (CJ/FC) 308181/2
2
1 A student investigates the dimensions of a boiling tube.

boiling tube
initial water level
h0
bench
Fig. 1.1
(a) The student pours a small amount of water into the boiling tube and measures the height h0
from the bench to the initial water level.
2.6
h0 = ......................................................... cm
Suggest one precaution that is taken when measuring the height of the water level to ensure
the reading is accurate.
You may draw a diagram if it helps your explanation.
...................................................................................................................................................
............................................................................................................................................. [1]
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3
(b) The student uses a measuring cylinder graduated in cm3 to add a volume of water V = 5.0 cm3
to the boiling tube.
Part of the boiling tube, after the water has been added, is shown full size in Fig. 1.2.
water
boiling tube
bench
Fig. 1.2
Measure, and record in the first row of Table 1.1, the new height h of the water level from the
bench. [1]
Table 1.1
V / cm3 h / cm H / cm
5.0
10.0 5.5 2.9
15.0 6.7 4.1
20.0 8.3 5.7
25.0 9.6 7.0
(c) For the value of V = 5.0 cm3, calculate, and record in Table 1.1, the increase in height H of
the water in the boiling tube. Use the value of h0 from (a), your value of h in Table 1.1 and the
equation H = (h – h0). [1]

4
(d) Plot a graph of V / cm3 (y-axis) against H / cm (x-axis).
[4]
(e) (i) Determine the gradient of the graph. Show clearly on the graph how you obtained the
gradient = ......................................................... [1]
(ii) Calculate D, the inside diameter of the boiling tube.
Use the equation D = 4G

π , where G is numerically equivalent to the gradient in (e)(i).
D = .................................................... cm [1]
© UCLES 2022 0625/63/O/N/22

5
(f) Suggest why it was important for the student to add a small volume of water at the start of the
experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
(g) Another student uses this experiment, with the same apparatus, to measure D for a small
test-tube of diameter approximately 1.2 cm. He adds water in volumes of 1.0 cm3 at a time.
State and explain one reason why this is not an accurate method to use for this test-tube.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]

6
2 A student performs an experiment on the cooling of water contained in a beaker. He investigates

the effect of the colour of the outside surface of the beaker on the rate of cooling.
Beaker A is covered with black card.

Beaker B is covered with shiny metal foil.
thermometer
lid
beaker B
beaker A
black card shiny bench
metal foil
30
20
10
Fig. 2.1
θR = ......................................................... [1]
(b) The student pours a volume of 150 cm3 of hot water into beaker A and records the
temperature θ at time t = 0.
(i) Describe one precaution that can be taken to ensure that the temperature reading is as
accurate as possible.
...........................................................................................................................................
..................................................................................................................................... [1]
He records, in Table 2.1, the temperature of the water in the beaker every 30 s.
The student repeats the process for beaker B.
© UCLES 2022 0625/63/O/N/22

7
(ii) Add units to the column headings in Table 2.1. [1]
Table 2.1
beaker A beaker B
with black card with shiny metal foil
t/ θ/ θ/
0 86.0 85.5
30 80.5 83.5
60 76.0 82.0
90 73.0 80.5
120 71.0 79.5
150 69.5 79.0
180 68.5 78.5
(c) Write a conclusion stating if the colour of the outside surface of the beaker affects the rate of
cooling of the water in the beaker.
Justify your answer by reference to values from the results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) (i) Calculate the average cooling rate xA for the water in beaker A during the experiment.
Use the readings for beaker A from Table 2.1 and the equation
θ0 – θ180
xA =
T
where T = 180 s and θ0 and θ180 are the temperatures of the water in beaker A at times
t = 0 and t = 180 s.
xA = ......................................................... [1]

8
(ii) Calculate the average cooling rate xB for the water in beaker B during the experiment.
Use the readings for beaker B from Table 2.1 and the equation
θ0 – θ180
xB =
T
where T = 180 s and θ0 and θ180 are the temperatures of the water in beaker B at times
t = 0 and t = 180 s.
Include the unit.
xB = ......................................................... [1]
(e) (i) A student states that the black card is a thermal insulator. He thinks this will affect the
result.
Suggest an additional experiment to test this theory.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest two variables which should be kept the same for the additional experiment so
that the comparison with this experiment is fair. Assume that the same type of beaker is
used.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...........................................................................................................................................
[2]
(iii) State how the cooling rate of beaker A from the additional experiment is likely to compare
with xA from (d)(i) if the student’s theory is correct. Explain your answer.
statement ..........................................................................................................................
explanation .......................................................................................................................
...........................................................................................................................................
[1]
[Total: 11]
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9
3 Some students investigate circuits containing resistors in parallel.

They use the circuit shown in Fig. 3.1.
All numeric answers must have appropriate units.
A
P
Fig. 3.1
(a) On Fig. 3.1, complete the circuit to show a voltmeter connected to measure the potential
difference (p.d.) across the parallel combination of resistors P and Q. [1]
(b) A student measures the potential difference V across the parallel combination of resistors P
and Q and measures the current IT in the circuit.
The readings are shown in Fig. 3.2 and Fig. 3.3.
2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A
Fig. 3.2 Fig. 3.3
(i) Read the values of V and IT shown on the meters in Fig. 3.2 and Fig. 3.3.
V = ...............................................................
IT = ...............................................................
[2]

10
(ii) Calculate the resistance RPQ of the parallel combination of resistors P and Q.
V
Use your readings from (b)(i) and the equation RPQ = .
IT
RPQ = ...............................................................
[2]
(c) The student connects the voltmeter to measure the potential difference VS across resistor S.
The reading is shown in Fig. 3.4.
2 3
1 4
0 5
Fig. 3.4
Read the value of the potential difference VS across resistor S shown in Fig. 3.4.
VS = ...............................................................
Calculate the resistance RS of resistor S.

Vs
Use your readings from (c) and (b)(i) and the equation RS = .
IT
RS = ...............................................................
[1]
© UCLES 2022 0625/63/O/N/22

11
(d) The student connects the ammeter to measure the current IP in resistor P.
He then connects the ammeter to measure the current IQ in resistor Q.
The readings are shown in Fig. 3.5 and Fig. 3.6.
0.4 0.6 0.4 0.6

0.2 0.8 0.2 0.8
0 1.0 0 1.0
A A
Fig. 3.5 Fig. 3.6
(i) Read the value of the current IP in resistor P shown in Fig. 3.5.
IP = ...............................................................
Read the value of the current IQ in resistor Q shown in Fig. 3.6.
IQ = ...............................................................
[1]
(ii) A student suggests that IT from (b)(i) should be equal to IP + IQ.

State whether your results support this suggestion. Justify your statement by reference
to values from your results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

12
(e) (i) A student changes the circuit and uses a variable resistor to control the current in the
circuit.
In the space provided, draw the circuit symbol for a variable resistor.
Mark with an X on Fig. 3.1 where a variable resistor is connected to control the current in
resistor S without affecting the resistance of either of the parallel branches. [1]
(ii) The current in the circuit can be controlled by connecting a range of different resistors in
place of resistors P and Q.
State one disadvantage of this method instead of using a variable resistor to control the
current.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]
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13
4 A student investigates the effect of temperature on the bounce height of a squash ball.
A squash ball is a hollow rubber ball approximately 4 cm in diameter.
Plan an experiment to investigate how the bounce height of the ball changes as the temperature
of the ball rises.

• a selection of squash balls
• standard laboratory heating equipment
• a beaker large enough for the squash ball to fit inside
• a supply of cold water.
• explain briefly how to do the experiment, including any precautions to ensure reliable results
(you may draw a diagram below if it helps to explain your plan)
• draw a table, or tables, with column headings, to show how to display the readings

14
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Cambridge IGCSE™

You must answer on the question paper.

No additional materials are needed.

This document has 16 pages. Any blank pages are indicated.

1 A student investigates the motion of an oscillating metre rule.

He uses the apparatus shown in Fig. 1.1.

(a) The student ensures that the metre rule is horizontal.

© UCLES 2021 0625/62/F/M/21

Calculate the distance d between the threads.

metre rule seen from above

He measures the time t for 5 complete oscillations of the metre rule.

Suggest why it is useful to take a trial reading for this experiment.

© UCLES 2021 0625/62/F/M/21 [Turn over

(e) Plot a graph of distance d / cm (y-axis) against

© UCLES 2021 0625/62/F/M/21

© UCLES 2021 0625/62/F/M/21 [Turn over

2 Students investigate the cooling of hot water in two different cups.

They use the apparatus shown in Fig. 2.1.

© UCLES 2021 0625/62/F/M/21

Complete the headings in Table 2.1. [1]

Justify your answer by reference to the results.

© UCLES 2021 0625/62/F/M/21 [Turn over

Explain how to use the additional results to show the effect.

surface area of cup

© UCLES 2021 0625/62/F/M/21

3 A student investigates a resistor and a lamp connected in series.

Fig. 3.2 Fig. 3.3

© UCLES 2021 0625/62/F/M/21 [Turn over

0.5 0.12 2.4 20 4.2

(ii) A student suggests that RR should be constant.

State whether your results support this suggestion.

© UCLES 2021 0625/62/F/M/21

Complete the circuit in Fig. 3.4 to show:

• a variable resistor used for this purpose

Fig. 3.4 [2]

© UCLES 2021 0625/62/F/M/21 [Turn over

4 A student investigates the motion of a ball rolling down a slope.

Average speed can be calculated using the equation:

The apparatus available includes:

balls of various sizes and materials

In your plan, you should:

• state a factor which can be measured

• list any additional apparatus needed

• state the key variables to be kept constant

• explain how to use the readings to reach a conclusion.

You may draw a diagram if it helps to explain your plan.

© UCLES 2021 0625/62/F/M/21

© UCLES 2021 0625/62/F/M/21

© UCLES 2021 0625/62/F/M/21

© UCLES 2021 0625/62/F/M/21

You must answer on the question paper.

No additional materials are needed.

This document has 16 pages. Any blank pages are indicated.

Fig. 1.1 shows the spring without any load.

Fig. 1.1 Fig. 1.2

On Fig. 1.2, measure the stretched length lS of the spring.

© UCLES 2022 0625/62/F/M/22

She ensures that the metre rule is horizontal.

© UCLES 2022 0625/62/F/M/22 [Turn over