Cambridge International Examinations

Cambridge International General Certificate of Secondary Education

SOLVED BY SMART EXAM RESOURCES

* 9 2 7 0 7 6 7 3 3 0 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2018
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

Electronic calculators may be used.

You may lose marks if you do not show your working or if you do not use appropriate units.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

This document consists of 11 printed pages and 1 blank page.

DC (NF/SW) 152110/5
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1 A student is determining the spring constant k of a spring.

Fig. 1.1 shows the apparatus used.

metre rule

‘blu-tack’ between ruler

and clamp rod

spring
l0

clamp stand

bench

Fig. 1.1

(a) On Fig. 1.1, measure the unstretched length l 0 of the coiled part of the spring, in mm.

Record this value of length l in Table 1.1 for L = 0.00 N. [1]

(b) On Fig. 1.1, show how a set-square could be used to take readings in order to determine the
length l 0 of the coiled part of the spring. [1]

(c) The student places a 0.20 N load on the spring. He records the new length l of the spring in
Table 1.1.

He repeats the procedure using loads of 0.40 N, 0.60 N, 0.80 N and 1.00 N. All the readings
are recorded in Table 1.1.

(i) Calculate the extension e of the spring for each value of load L, using the equation
e = (l – l 0). Record the values of e in Table 1.1. [1]
(ii) Complete the column headings in Table 1.1.

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Table 1.1

L/N l /mm e /mm

0.00 23 0

0.20 31 8
0.40 40 17
0.60 46 23
0.80 55 32
1.00 63 40
[1]

(d) Plot a graph of L / N (y-axis) against e / mm (x-axis).

[4]

(e) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.

0.025
G = .......................................................... [2]
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(f) The gradient G is numerically equal to the spring constant k.

Write down a value for k to a suitable number of significant figures for this experiment.
0.025
k = .............................................. N / mm [1]

[Total: 11]

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2 A student is investigating the power of two lamps.

The circuit is shown in Fig. 2.1.

A
X Y

Fig. 2.1

(a) (i) Record the potential difference (p.d.) VT across the lamps and the current IT in the circuit,
as shown in Fig. 2.2 and Fig. 2.3.

5 6 0.4 0.6
3 4 7
2 8 0.2 0.8
1 9
0 10 0 1.0
V A

Fig. 2.2 Fig. 2.3

2.5V 0.18A
VT = ............................................................... IT = ...............................................................
[2]

(ii) Calculate the power PT produced by the lamp filaments, using the equation PT = VTIT .

P=2.5 X 0.18=0.45W
0.45W
PT = ........................................................... [1]

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(b) The student connects the voltmeter across lamp X only. She records the p.d. VX across lamp
X and the current IX in the circuit.

1.3
VX = ............................................................. V
0.18
IX = ............................................................. A

She repeats the procedure with the voltmeter connected across lamp Y only.
1.2
VY = ............................................................. V
0.18
IY = ............................................................. A

(i) Calculate the power PX produced by the lamp filament X using the equation PX = VXIX,
and calculate the power PY produced by the lamp filament Y using the equation
PY = VYIY.

0.23W
PX = ................................................................
0.22W
PY = ................................................................
[1]

(ii) State and explain briefly whether the two values for power PX and PY are the same
within the limits of experimental accuracy.

Yes
statement ..........................................................................................................................

explanation The values are within the limits of experimental

........................................................................................................................
accuracy
...........................................................................................................................................
[2]

(c) The student repeats the experiment using two other lamps. She notices that one lamp is
dimly lit, but the other lamp does not light at all.

The p.d. VT across the lamps is the same as in (b), but the current IT in the circuit is
approximately half of the original value.

The student concludes that the filament of one of the lamps is broken.

State whether you agree with the student and give a reason for your answer.
No
statement ..................................................................................................................................
A low current is not sufficient to make the lamps glow
reason .......................................................................................................................................

...................................................................................................................................................
[2]

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(d) Draw a circuit diagram to show the circuit in Fig. 2.1 rearranged so that:

• the lamps are connected in parallel

• a variable resistor is connected to control the total current in the circuit

• the ammeter will measure the total current in the circuit

• the voltmeter will measure the p.d. across the lamps.

[Total: 11]

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3 A student is determining the refractive index n of the material of a transparent block.

Fig. 3.1 shows the outline ABCD of the block.

Fig. 3.1

(a) (i) • On Fig. 3.1, draw a normal NL at the centre of side AB.

• Continue the normal so that it passes through side CD of the block.

[1]

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(ii) • Label the point F where NL crosses AB.

• Label the point G where NL crosses CD.

• Draw a line EF at an angle i = 30° to the left of the normal and above side AB. [1]

(iii) Mark the positions of two pins P1 and P2 on line EF placed at a suitable distance apart
for this type of ray-tracing experiment. [1]

(b) The student observes the images of P1 and P2 through side CD of the block.

He places two pins P3 and P4 between his eye and the block so that P3, P4 and the images of
P1 and P2 seen through the block, all appear exactly one behind the other.

The positions of P3 and P4 are marked on Fig. 3.1.

• Draw a line passing through P3 and P4. Continue the line until it meets the normal NL.

• Label the point J where the line meets the normal.

• Label the point H where the line meets side CD. Draw the line FH. [1]

(c) (i) Measure and record the length a of the line FH.
55
a = ........................................................... [1]

(ii) Measure and record the length b of the line HJ.

37
b = ........................................................... [1]

a
(iii) Calculate the refractive index n using the equation n = .
b

1.42
n = ........................................................... [2]

(d) A student states that repeating the experiment improves the reliability of the value obtained
for n.

Suggest additional values for the angle of incidence i that you would use when repeating the
experiment to improve the reliability.

35 0 and 450
...................................................................................................................................................

...................................................................................................................................................

.............................................................................................................................................. [2]

(e) State one precaution that you would take in this experiment to obtain accurate results.
The pins should atleast be 5cm apart
...................................................................................................................................................

.............................................................................................................................................. [1]

[Total: 11]
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4 A student is investigating whether the type of container affects the time taken for water to be
heated from room temperature to boiling point.

The following apparatus is available:

250 cm3 copper can

250 cm3 aluminium can
250 cm3 glass beaker
Bunsen burner
measuring cylinder
thermometer
tripod and gauze
stopwatch

Other apparatus normally available in the school laboratory is also available.

Plan an experiment to investigate whether the type of container affects the time taken for water to
be heated from room temperature to boiling point.

You should:

• 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 briefly how you would use your readings to reach a conclusion.
Measure the initial room temperature.Use one type of container, say the copper
can and pour a measured amount of water, say xcm3. Insert a thermometer
clamped to a retort stand and using a stopwatch, measure the time taken for the
water to start boiling . Record your obervation in the table shown below.

Repeat the above experiment with other types of cans such as aluminium and
glass and similarly record your obervations. Ensure to keep other variables such
as the mass of the water used in each can , the same. Also keep the distance of
the can from the bunsen flame , the same. Based on the data recorded in the
table, you may conclude that the water in the container that took the least time
to boil was the best conductor of heat, etc. [Total: 7]
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© UCLES 2018 0625/62/O/N/18