Cambridge IGCSE™

PHYSICS 0625/31
Paper 3 Core Theory May/June 2022
MARK SCHEME
Maximum Mark: 80

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2022 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 13 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

5 ‘List rule’ guidance

For questions that require n responses (e.g. State two reasons …):

 The response should be read as continuous prose, even when numbered answer spaces are provided.
 Any response marked ignore in the mark scheme should not count towards n.
 Incorrect responses should not be awarded credit but will still count towards n.
 Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should
be treated as a single incorrect response.
 Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

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6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form (e.g. a  10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

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Examples of how to apply the list rule
State three reasons…. [3]

A 1 Correct  F 1 Correct 
2 Correct  2 (4 responses) 2 Correct 
2
3 Wrong  3 Correct 
CON (of 3.) (discount 3)

B 1 Correct, Correct , 
G 1 Correct 
(4 responses) 2 Correct  3
(5 responses) 2 Correct 
3 Wrong ignore
3
3 Correct 
Correct ignore
CON (of 4.) ignore
C 1 Correct 
(4 responses) 2 Correct, Wrong ,  2
3 Correct ignore H 1 Correct 
(4 responses) 2 Correct 
2
3 CON (of 2.) (discount 2)
D 1 Correct 
Correct 
(4 responses) 2 Correct, CON , (discount 2)
2
(of 2.)
3 Correct  I 1 Correct 
(4 responses) 2 Correct 
2
3 Correct 
E 1 Correct 
CON (of 2.) (discount 2)
(4 responses) 2 Correct  3
3 Correct, Wrong 

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NOTES ABOUT MARK SCHEME SYMBOLS & OTHER MATTERS

M marks are method marks upon which further marks depend. For an M mark to be scored, the point to which it refers must be seen in a
candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent marks can be scored.

B marks are independent marks, which do not depend on other marks. For a B mark to scored,
the point to which it refers must be seen specifically in the candidate’s answers.

A marks In general A marks are awarded for final answers to numerical questions.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and an
acceptable number of significant figures, all the marks for that question are normally awarded. It is very occasionally possible to
arrive at a correct answer by an entirely wrong approach. In these rare circumstances, do not award the A marks, but award C
marks on their merits. However, correct numerical answers with no working shown gain all the marks available.

C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they refer
are not written down by the candidate, provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the actual equation but does correct substitution or
working which shows that they knew the equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.

Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the marks do not
depend on seeing the words or units in brackets e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.

Underlining indicates that this must be seen in the answer offered, or something very similar.

OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.

o.w.t.t.e. means ‘or words to that effect’.

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Question Answer Marks

1(a)(i) 0.3(0) (cm3) A3

(average volume of one drop) = 60 ÷ 200 (C2)

total volume = number of drops  (average) volume of one drop (C1)

1(a)(ii) 226.5 (s) A2

180 (+ 46.5 =) (C1)

1(a)(iii) 1.1 (s) A2

time for one drop = total time ÷ no of intervals (C1)

1(b) 84 (cm3) B1

Question Answer Marks

2(a)(i) 9.3 (m / s) A2

any indication on graph or in working of vertical line from 10.0 s (C1)

2(a)(ii) (car) A (has greater acceleration) M1

(speed-time graph/line) has greater gradient OR is steeper A1

2(b)(i) speed (of car) is steady OR speed is constant B1

(at) 16 m / s B1

2(b)(ii) 240 (m) A3

( distance =) ½  16  30 (C2)

distance travelled = area under graph OR (d = )speed  time OR ½  b  h (C1)

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Question Answer Marks

3(a)(i) 24 (cm2) A2

(area in contact with ground) =length  width OR 12  2(.0) (C1)

3(a)(ii) (weight =) 8.4 (N) A2

(weight =) mass  g OR 0.84  10 (C1)

3(b) (pressure =) 6(.0) (N / cm2) A3

(pressure =) 24 ÷ 4(.0) (C2)

(pressure =) force ÷ area (C1)

Question Answer Marks

4(a) (useful energy transfers:) kinetic (energy) B1

in either order gravitational potential (energy) B1

(wasted energy transfer:) thermal (energy) B1

4(b) 50 (N cm) A3

2.5  20 (C2)

(moment of force =) force  (perpendicular) distance (of force from pivot) (C1)

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Question Answer Marks

5(a) any three from: B3

(moving) air has kinetic energy OR wind has kinetic energy

(moving) air / wind turns turbine/blades

turbine turns generator

(rotating) generator produces/generates electricity

5(b) any two from: B2

(wind is) renewable (energy source)

no greenhouse gases / CO2 produced (during operation)

no SO2 OR acidic gases produced (during operation) OR no nitrous oxides produced

5(c) any two from: B2

large(r) area of land needed OR dilute energy source

intermittent/inconsistent/unreliable supply OR cannot work if wind too strong/weak

(possible) harm to (migrating) birds

difficult to maintain (particularly if off-shore)

Question Answer Marks

6(a)(i) conduction B1

6(a)(ii) 1 80 (°C) B1

2 170 (°C) B1

3 26 (minutes) B1

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Question Answer Marks

6(b) (solid:) particles/molecules any three from: B3

(are) fixed in place/position/arrangement

regular spacing / pattern / arrangement

vibrating

close together

(gas:) particles/molecules any three from: B3

(are) moving randomly

at high speed

colliding (with each other/walls)

randomly arranged/no pattern

(relatively) far apart

Question Answer Marks

7(a)(i) 8.0 (cm) B1

7(a)(ii) 1.5 (cm) B1

7(b)(i) wavefronts at different angle to boundary B1

wavefronts towards left AND all with smaller wavelength B1

7(b)(ii) refraction B1

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Question Answer Marks

7(c)(i) ultraviolet OR X-rays OR gamma rays B1

7(c)(ii) correct use for wave in (c)(i) B1

Question Answer Marks

8(a) first method B1

(use of plotting) compass(es)

idea of mark arrow position OR move compass in direction of arrow B1

start from different position(s) OR join up marks/draw lines (to show pattern) B1

OR alternative method (B1)

(use of plotting) compass(es)

place number of compasses around magnet (B1)

idea that arrows line up to show pattern (B1)

8(b) (metal bar XY/it is soft) iron OR magnetic material/bar/metal B1

(so XY) must be unmagnetised B1

(because end X of XY or bar) attracts to (both) N pole and S pole B1

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Question Answer Marks

9(a) (current/reading/it) increases B1

(because circuit) resistance decreases B1

9(b) 0.75 (A) A3

6(.0) ÷ 8(.0) (C2)

V= IR or (I =) V/R (C1)

9(c) 28 () A2

(total resistance =) R1 + R2 OR 20 + 8(.0) (C1)

9(d) tick in 2nd box (magnetic) B1

tick in 3rd box (heating) B1

Question Answer Marks

10(a) any four from: B4

Earth wire keeps case at zero volts/earth (potential)

(so) user not electrocuted

(live wire touching metal case produces) large current (in fuse/earth wire)

(causes) fuse to melt

isolating appliance from supply OR (so) no current in appliance OR disconnects/breaks the circuit

prevent(s/ing electrical) fire/overheating (in cables/appliance)

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Question Answer Marks

10(b) 1920 (V) A3

Vs / 240 = 560/70 OR Vs = (560/70)  240 OR Vs = 240  8 (C2)

OR 560/70 = ? / 240

Vs/Vp = Ns/Np in any form (C1)

Question Answer Marks

11(a) alpha (particles) not emitted M1

any one from A1

idea that count rate for paper is similar to count rate for air OR
if alpha emitted count rate for paper would decrease/be less (than 480)

11(b) gamma (rays) emitted M1

any one from A1

idea that count rate for (10 mm) lead is less (than count rate for (2 mm) aluminium/air/paper owtte)
OR (most/some of) gamma (rays) are absorbed by lead

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