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Candidate

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Centre Number Number

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Candidate Name

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International General Certificate of Secondary Education
CAMBRIDGE INTERNATIONAL EXAMINATIONS

PHYSICS 0625/6
PAPER 6 Alternative to Practical
OCTOBER/NOVEMBER SESSION 2002
1 hour
Candidates answer on the question paper.
No additional materials required.

TIME 1 hour

INSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of this page.
Answer all questions.
Write your answers in the spaces provided on the question paper.

INFORMATION FOR CANDIDATES

The number of marks is given in brackets [ ] at the end of each question or part question.

FOR EXAMINER’S USE

TOTAL

This question paper consists of 11 printed pages and 1 blank page.

SP (NF/SLC) S37969/1
© CIE 2002 [Turn over
 2 For
Examiner’s
Use
1 In an experiment to determine the volume of glass beads, a student used two different
methods.

Method 1

The student measured the combined diameters of some beads and then calculated the
volume of one bead. The end view of the apparatus used is shown in Fig. 1.1.

bead

wooden block

Fig. 1.1

Fig. 1.2 shows the side view of the same apparatus, drawn actual size.

Fig. 1.2

(a) (i) On Fig. 1.2, use your rule to measure the distance x, in cm.

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

(ii) Calculate d, the average diameter in cm of one glass bead. Show your working.

d = ............................................... cm

(iii) Calculate V, the volume of one glass bead using the equation
πd 3
V = ___ .
6

V = .................................................[6]

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Method 2

The student used a displacement method to determine the volume of a glass bead. Fig. 1.3
and Fig. 1.4 show how this was done.

measuring measuring
cm3 100 cylinder cm3 100 cylinder

80 80

60 60
water water
40 40

20 20
225 glass beads

Fig. 1.3 Fig. 1.4

(b) (i) Write down the values of the readings taken.

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

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

(ii) Calculate the volume of 225 glass beads.

volume = .........................................

(iii) Calculate V, the average volume of one glass bead.

V = .........................................
[3]

(c) Suggest which of the two methods will give the more accurate result for the volume of a
glass bead. Give a reason for your answer.

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

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

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

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2 The IGCSE class is investigating electromagnets. The electromagnets are made by
wrapping insulated wire around a soft-iron core. The wire is connected to a power pack.
Fig. 2.1 shows the arrangement.

power
pack

soft-iron core

paper clip

Fig. 2.1

Two students studied how the number of paper clips that an electromagnet can hold up
depends on the potential difference across the coil.

(a) Complete Fig. 2.1 by adding a voltmeter, connected to measure the p.d. across the coil.
[2]

(b) Student A used the control on the power pack to obtain set values of p.d. and recorded
the maximum number of paper clips that the electromagnet could hold at each p.d. The
results are shown below.

Student A

p.d. / V number of paper clips

0 0

2 0

4 1

6 2

8 3

10 4

12 5

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Student B connected a variable resistor into the circuit and used it to change the p.d.
across the coil. She recorded the minimum p.d. required to hold 1 paper clip, then 2
paper clips, etc. The results are shown below.

Student B

p.d. / V number of paper clips

0 0

2.2 1

4.5 2

6.6 3

8.7 4

11.0 5

(i) Which set of results gives the more accurate indication of the strength of the
electromagnet at different potential differences? Tick the correct box.

Student A

Student B

(ii) Justify your answer to part (b)(i).

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

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

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

(c) Draw the circuit symbol for a variable resistor.

[1]

(d) On the diagram below, show the position of the pointer on the voltmeter when the
voltmeter reading is 8.7 V.

5 6 7
3 4 8
2
1 9
10

V
0

[1]

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3 A student carried out a ‘principle of moments’ experiment using a metre rule placed on a
pivot at the 50.0 cm mark. The aim was to determine an unknown weight. The arrangement
of the apparatus is shown in Fig. 3.1.

a b
unknown 50 cm 5.0 N weight
weight W mark

metre rule
pivot

Fig. 3.1

The student placed the unknown weight W at a convenient distance a from the pivot. He
found b, the distance from the pivot that the 5.0 N weight must be placed so that the rule
balanced horizontally. He then repeated the experiment using different values of a.
The readings are shown in the table below.

a/m b/m

0.100 0.122

0.200 0.238

0.250 0.302

0.300 0.360

0.350 0.435

0.400 0.470

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(a) (i) Plot the graph of b / m (y-axis) against a / m (x-axis).

(ii) Draw the best-fit straight line.

[6]

(iii) Determine G, the gradient of the line.

G = ....................................

(iv) Determine W, the unknown weight, using the equation

W = XG

where X = 5.0 N.

W = ....................................

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(v) Explain why the student could not choose distance a to have a value of 0.450 m.

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

...............................................................................................................................[5]

(b) Another student, who was performing this experiment, found that the unloaded metre
rule balanced on the pivot at the 50.3 cm mark, instead of the 50.0 cm mark.
Suggest what the student should do to obtain the correct value for W from the
experiment.

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

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

4 The IGCSE class was performing a heating experiment. The apparatus is shown in Fig. 4.1.
The aim was to determine the rate at which the temperature of 200 cm3 of water increased
when heated with an electric immersion heater.

thermometer

beaker cable to
power supply

electric
water immersion
heater

Fig. 4.1

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The water was heated from room temperature up to 60 °C. The teacher measured the power
of the immersion heater and calculated (correctly) the time required to raise the temperature
of 200 cm3 of water from 21 °C to 60 °C.
The students found that the water must be heated for longer than the calculated time.

(a) (i) What is the most likely cause of the longer time recorded?

Tick the appropriate box.

an inaccurate thermometer

errors in reading the stopwatch

heat loss during the experiment

(ii) Suggest two precautions that could be taken to obtain more accurate results.

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

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

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

...............................................................................................................................[3]

(b) What is the reading on the thermometer shown in Fig. 4.2?

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

reading = ........................ [1]

Fig. 4.2

(c) The power P of the immersion heater is calculated using the equation P = V I

Calculate the power of an immersion heater in which the current is 5.5 A when the p.d.
across it is 12.0 V.

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

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

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5 A student carried out a lens experiment to investigate the magnification of an image. The
apparatus is shown in Fig. 5.1.

u v

illuminated lens screen

object

Fig. 5.1

The object is a triangular hole in a screen. Fig. 5.2 shows this, actual size.

1.5 cm

2.0 cm

Fig. 5.2

The student set the distance u at 35.0 cm and moved the screen to obtain a sharply focused
image. The image distance v was 72.3 cm.

(a) (i) Calculate m, the magnification, using the equation

m = v /u.

m = .................................................

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(ii) Draw a diagram of the image, actual size, for a magnification m = 2.0.

[5]

(b) The image distance v is the distance from the screen to the centre of the lens.
Explain briefly how you would position a metre rule to obtain an accurate value for v.
You may draw a diagram.

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

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

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

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0625/6/O/N/02
 w
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Centre Number Candidate Number Name

.X
tr
me
eP
ap
CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
International General Certificate of Secondary Education

s.c
om
PHYSICS 0625/06
Paper 6 Alternative to Practical
October/November 2003

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 in the spaces provided on the Question Paper.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.

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.

For Examiner’s Use

1

2
If you have been given a label, look at the
details. If any details are incorrect or 3
missing, please fill in your correct details
in the space given at the top of this page. 4

Stick your personal label here, if 5

provided.
Total

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

MML 4504 11/02 S53410/3 UNIVERSITY of CAMBRIDGE
© UCLES 2003 Local Examinations Syndicate [Turn over
 2 For
Examiner’s
Use
1 (a) A student was asked to make some measurements of the test-tube shown in Fig. 1.1.
He was given a 1 m length of thin string and a metre rule and instructed to determine
as accurately as possible the circumference of the tube. The student used the rule to
measure the diameter d of the tube and then calculated the circumference c using the
equation

c =
d.

Describe how the student could have obtained a more accurate result with the
apparatus given. You may draw on Fig. 1.1.

Fig. 1.1

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

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

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

(b) (i) On Fig. 1.2, show where you would place two small rectangular blocks of wood to
help you make an accurate measurement of the overall length of the test-tube.

Fig. 1.2

(ii) The test-tube is shown actual size in Fig. 1.2. Use your rule to measure the length l
of the test-tube.

l = ..............................................
[2]

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(c) Using another test-tube, the student obtained these readings.

l = 14.5 cm

c = 5.3 cm

Calculate the approximate external volume V of the test-tube using the student’s
readings and the equation

c 2l
V = –– .
4

V = .................................................... [2]

(d) The equation used in (c) assumes the test-tube to be a cylinder with flat ends. It does
not allow for the rounded end of the test-tube.
(i) Estimate the volume Vm of the ‘missing’ part of the cylinder shown shaded in
Fig. 1.3.

Fig. 1.3

Vm = ...........................................
(ii) Using your values for V and Vm , calculate the actual external volume Va of the
test-tube.

Va = ...........................................
[2]

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2 Fig. 2.1 shows a ray tracing sheet obtained by a student carrying out a reflection of light
experiment using pins and a plane mirror.

mirror

M M'
B C E

D F
A

Fig. 2.1

The student looks into the mirror MM' and views the images of pins A and B. He then places
pins C and D so that pins C and D and the images of pins A and B appear to be in line.

(a) On Fig. 2.1,

(i) draw the incident ray in this experiment,
(ii) draw the reflected ray,
(iii) draw a normal at the point where the incident ray meets the mirror,
(iv) measure the angle of incidence i.

i = ...............................................
[3]
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(b) The student moves pin B and then repeats the experiment, obtaining the reflected ray
EF.
(i) On Fig. 2.1, continue the lines CD and EF behind the mirror to find the point
where they meet. Label this point X.
(ii) Draw the line AX. Label with the letter Y the point where line AX crosses the
mirror MM'.
(iii) Use your rule to measure the distances AY and YX.

AY = ...........................................

YX = ...........................................
[2]

(c) According to theory, AY = YX. Suggest why, in spite of very careful work, the student’s
values may have been slightly different.

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

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

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3 (a) Fig. 3.1 shows the scale of an ammeter. Draw the position of the pointer when the
ammeter reading is 0.35 A. [1]

0.4 0.6
0.2 0.8

0 A 1.0

Fig. 3.1

(b) The ammeter was used in the circuit shown in Fig. 3.2 to investigate the current in a
lamp.

Fig. 3.2

(i) Name the component labelled Y.

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

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(ii) The table shows the current I in the lamp for different values of the p.d. V across
the lamp.

V/ I/ R/

1.9 0.31

1.5 0.26

0.8 0.20

1. Calculate the values for the resistance R of the lamp, using the equation
V
R= – .
I
Write your answers in the table.
2. Complete the column headings in the table.
(iii) Suggest how the value of V could be varied.

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

..................................................................................................................................
[8]

(c) Fig. 3.3 shows a power source connected to three resistors labelled X, Y and Z.

power
source

Fig. 3.3

Complete the diagram to show

(i) a voltmeter connected to measure the voltage across the resistors,
(ii) an ammeter connected to measure the current in resistor X only,
(iii) connecting wires to complete the circuit.
[3]
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4 The IGCSE class was studying the acceleration a of a toy truck that was pulled along a
track by a force F. The arrangement is shown in Fig. 4.1.

truck

Fig. 4.1

The results obtained are shown in the table.

F/N a / (m / s2 )

0.5 0.35

1.0 0.72

1.5 1.02

2.0 1.44

2.5 1.74

(a) Plot a graph of F / N (y-axis) against a / (m / s2 ) (x-axis). Draw the line of best fit through
your points. [6]

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(b) Theory suggests that the relationship between force and acceleration is given by the
equation

F = ma,

where m is the mass of the truck.

The gradient of the graph is equal to the mass of the truck.

From the graph, determine the mass m of the truck. Show clearly how you obtained
the necessary information.

m = .................................................... [4]

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5 A student wants to find out which of the three materials is the best thermal insulator.

The student’s apparatus at the beginning of each test is as shown in Fig. 5.1.

200 cm3 of 100 cm3 of

water at water at 100 cm3 of
80 °C 80 °C water at
70 °C

material 1 material 2 material 3

beaker A beaker B beaker C

Fig. 5.1

Each beaker is surrounded by a different insulating material. The water is allowed to cool
and the temperatures are recorded at different times. The student is unable to write a
correct conclusion because the variables have not been controlled.

(a) Study Fig. 5.1 and then state two ways in which you would improve the control of
variables.

1. ......................................................................................................................................

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

2. ......................................................................................................................................

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

(b) State the reading shown on the thermometer shown in Fig. 5.2.

°C
110 100 90 80 70 60 50 40 30 20 10 0

Fig. 5.2

temperature reading .................................................................................................. [1]

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(c) The graph of Fig. 5.3 shows the results obtained by the student.

The graph lines A, B and C correspond to the beakers A, B and C.

90

80

70
temperature / °C

60

50

40 A

30 B

C
20

10

0
0 20 40 60 80 100 120 140 160 180 200

time / s

Fig. 5.3

Which beaker cools the most quickly in the first 60 s?

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

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 12

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0625/06/O/N/03
 w
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Centre Number Candidate Number Name

.X
tr
me
eP
ap
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
International General Certificate of Secondary Education

s.c
om
PHYSICS 0625/06
Paper 6 Alternative to Practical
October/November 2004

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 in the spaces provided on the Question Paper.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.

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.

For Examiner’s Use

1

2
If you have been given a label, look at the
details. If any details are incorrect or 3
missing, please fill in your correct details
in the space given at the top of this page. 4

Stick your personal label here, if 5

provided.
Total

This document consists of 12 printed pages.

MML 5677 5/03 S67109/2
© UCLES 2004 [Turn over
 2 For
Examiner’s
Use
1 The IGCSE class is investigating the rate of cooling of water in a beaker. Some of the
apparatus used is shown in Fig. 1.1.

thermometer

string
beaker

hot water

Fig. 1.1

During the experiment, a student measures the temperature of the water, its volume, the
length of string wrapped round a beaker and the depth of water in the beaker.

(a) Write down the readings shown in Figs. 1.2 and 1.3. Include appropriate units.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 1.2

temperature = ............................

cm3
100

80

60

40

20

Fig. 1.3

volume of water in the measuring cylinder = ..................................... [3]

© UCLES 2004 0625/06/O/N/04

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Examiner’s
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(b) The string is wrapped 5 times round the beaker and marked as shown in Fig. 1.4.

mark

string

mark beaker

Fig. 1.4

The string is held against a metre rule as shown in Fig. 1.5.

string

cm 10 20 30 40 50 60 70 80 90

metre rule

Fig. 1.5

(i) Write down the length of the string between the marks.

length = ................................ cm
(ii) Calculate the circumference c of the beaker.

c = ........................................ cm
(iii) Suggest one source of error in this method of determining the circumference.

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

..................................................................................................................................
(iv) Suggest one improvement to this method.

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

..................................................................................................................................
[4]

© UCLES 2004 0625/06/O/N/04 [Turn over

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(c) A rule is placed beside the beaker, as shown in Fig. 1.6.

beaker 3

2
water
1

cm

Fig. 1.6

(i) Write down the depth d of the water in the beaker.

d = ........................................ cm
(ii) Calculate the surface area A of the curved surface of the beaker up to the water
level using the equation A = dc.

A = ..................................
[2]

(d) State the other measurements that need to be taken to determine the rate of cooling of
the water.

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

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

© UCLES 2004 0625/06/O/N/04

 5 For
Examiner’s
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2 A student carries out an experiment to determine the density of plasticine. She records the
mass m and the volume V of a range of differently-sized samples. These readings are
plotted on a graph as shown in Fig. 2.1.

40

V / cm3

30

20

10

0
0 20 40 60 80 100
m/g

Fig. 2.1

(a) (i) Determine the gradient G of the line. Show clearly how you obtain the necessary
information.

G = ...................................
1.
(ii) Determine the density  of the plasticine using the equation  = —
G

 = ....................................
[5]

(b) The student could calculate the density from one set of readings. Suggest why she
takes more than one set of readings and plots a graph.

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

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

© UCLES 2004 0625/06/O/N/04 [Turn over

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3 A student carries out an experiment using a simple pendulum. Fig. 3.1 shows the apparatus.

clamp

string
x

pendulum bob

Fig. 3.1

The student records the time t taken for 20 complete oscillations for a range of different
lengths x of the string. The readings are shown in the table.

x / cm l / cm t/s T/s
90.0 38.5

80.0 36.0

70.0 33.4
60.0 31.4

50.0 28.2

40.0 25.5

The length l of the pendulum is given by the equation l = x + r, where r is the radius of the
pendulum bob.

Fig. 3.2 shows the pendulum bob drawn actual size.

pendulum
bob

string

bench

Fig. 3.2

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Examiner’s
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(a) (i) Use your rule to measure the diameter d of the pendulum bob.

d = ....................................
(ii) Calculate the radius r of the pendulum bob.

r = .....................................
[2]

(b) (i) Complete the column for the length l / cm in the table using the equation l = x + r.
(ii) The period T is the time taken for one complete oscillation. Complete the column
for the period T / s in the table.
[3]

(c) Plot the graph of T / s (y-axis) against l / cm (x-axis). Start the T / s axis at T = 1.0 s.

[5]

(d) Using the graph, find the length la of the pendulum that would have a period of 1.50 s.

la = ............................ cm [1]

© UCLES 2004 0625/06/O/N/04 [Turn over

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4 A student is investigating the passage of light through a transparent block, as shown in
Fig. 4.1.

incident
ray

A
transparent
block

emergent
ray

eye

Fig. 4.1

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The student looks through the block. He places pins so that two pins marking the incident
ray and two pins marking the emergent ray all appear to be exactly one behind the other.

(a) On Fig. 4.1, mark suitable positions for the four pins, two on the incident ray and two
on the emergent ray. [1]

(b) (i) On Fig. 4.1, draw the normal at point A.

(ii) On Fig. 4.1, draw in the line AB. Measure and record the angle of refraction r
between the line AB and the normal.

r = .....................................
(iii) Measure and record the angle of incidence i between the incident ray and the
normal.

i = .....................................
[4]

© UCLES 2004 0625/06/O/N/04 [Turn over

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5 The IGCSE class is carrying out investigations of the resistance of bare resistance wires.
Fig. 5.1 shows the circuit used.

power
source

l
A B
bare
V resistance
wire

Fig. 5.1

The students record the current I in the circuit and then record the p.d. V across different
lengths l of the bare resistance wire. The length of wire from A to B is 100.0 cm. The
readings obtained by one student are shown in the table.

I = 0.84 A

V/ l/ R/

0.39 20.0

0.82 40.0
1.22 60.0

1.58 80.0

1.89 100.0

(a) (i) Calculate the resistance of each length l of wire using the equation R = V
—. Write
I
the resistance values in the table.
(ii) Complete the column headings in the table.
[3]

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(b) In a second experiment, the students use wires of the same material but with different
diameters d. The p.d. is measured across the same length of wire each time. Fig. 5.2
shows the circuit used.

power
source

A B
bare
V resistance
wire

Fig. 5.2

These are the readings correctly obtained by one student.

Wire 1 I = 0.1 A Wire 2 I = 0.4 A

V = 1.8 V V = 1.8 V
d = 0.24 mm d = 0.48 mm
(i) Calculate the resistance R of each wire, using the equation R = V
—.
I

wire 1, R = ..........................................

wire 2, R = .......................................... [1]

(ii) Based on the results for the two wires, which of the following statements is a
correct conclusion? Tick one box.
A wire with half the diameter has half the resistance.

A wire with half the diameter has twice the resistance.

A wire with half the diameter has one quarter the resistance.

A wire with half the diameter has four times the resistance.

[1]

© UCLES 2004 0625/06/O/N/04 [Turn over

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(iii) Using your answers to (i) and (ii), calculate the expected resistance of a wire AB
of the same material if it has a diameter of 0.12 mm.

expected resistance = .............................................................. [1]

(c) What instrument would you use to measure the diameter of the wires as accurately as
possible?

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

Copyright Acknowledgements

Every reasonable effort has been made to trace all copyright holders where the publishers (i.e. UCLES) are aware that third-party material has been
reproduced. The publishers would be pleased to hear from anyone whose rights we have unwittingly infringed.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a
department of the University of Cambridge.

© UCLES 2004 0625/06/O/N/04

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Centre Number Candidate Number Name

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
International General Certificate of Secondary Education

s.c
om
PHYSICS 0625/06
Paper 6 Alternative to Practical
October/November 2005

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 work you hand in.
Write in dark blue or black pen in the spaces provided on the Question Paper.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.

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.

For Examiner’s Use

1

2
If you have been given a label, look at the
details. If any details are incorrect or 3
missing, please fill in your correct details
in the space given at the top of this page. 4

Stick your personal label here, if 5

provided.
Total

This document consists of 10 printed pages and 2 blank pages.

(SP) MML 8431 5/04 S82205/3
© UCLES 2005 [Turn over
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1 The IGCSE class is investigating the effect of a load on a rule attached to a spring.

The apparatus used is shown in Fig. 1.1.

clamp
metre rule
spring

zero end of rule taped to bench

mass

bench

Fig. 1.1

The rule has the zero end taped to the bench so that it does not slip. The rule is attached to
a spring at the 40.0 cm mark. The students hang masses, starting with a 10 g mass, on the
rule at the 90.0 cm mark. For each mass, they measure the angle
between the rule and
the bench.

One student’s readings are shown in the table.

m/
/

0 29

10 28

20 26

30 25

40 22

50 19

(a) Complete the column headings in the table. [1]

(b) A student suggests that
should be directly proportional to m. State, with a reason,
whether the readings in the table support this suggestion.

statement .........................................................................................................................

reason ..............................................................................................................................

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

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(c) A student carries out this experiment using the 360 ° protractor shown in Fig. 1.2.

80 90 100 1
70 10
12
60 0
13
50 0

14
40

0
15
30

0 1
20

60 1
10

180 190 20 70
350 0
40

0
03

210
33

22
0
32

0
0 23
31 02
40
250 300
260 270 280 290

Fig. 1.2

Explain how the student could use this protractor to measure the angle
between the
metre rule and the bench. You may draw a diagram if you wish.

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

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

(d) The range of angles measured in this experiment may be quite small. Using the same
apparatus and with the masses and spring in the same positions, suggest another
method of investigating as reliably as possible the extent by which the rule is pulled
down by the masses. This method must not use a protractor but an additional rule may
be used. You may draw a diagram if you wish.

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

.................................................................................................................................... [2]
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2 An IGCSE student investigates the resistance of resistance wire ABCD in three different
circuit arrangements.

The circuits are shown in Fig. 2.1.

power
source

circuit (i)
A B

C D

power
source

circuit (ii) A B

C D

power
source

circuit (iii)

Fig. 2.1

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(a) Circuit (iii) is the same as circuit (ii) but with an additional connecting lead between A
and D.

On Fig. 2.1, complete the circuit diagram for circuit (iii) using the standard symbol for a
resistor to represent each section AB, BC and CD of the resistance wire. [3]

(b) The student measures and records the current I and the p.d. V in each circuit. The
student’s readings are shown in the table.

circuit I/ V/ R/

(i) 0.91 1.80

(ii) 0.45 1.80

(iii) 1.37 1.85

(i) Complete the column headings for each of the I, V and R columns of the table. [1]
(ii) Calculate the resistance R for each circuit using the equation

V
R = –– .
I
Record in the table the values of R to an appropriate number of significant figures.
[2]

(c) Look at the resistance values for circuits (i) and (ii). The sections of resistance wire
AB, BC and CD are all of the same length. Suggest a value for the resistance of the
whole wire ABCD. Explain briefly how you obtained your value.

value ................................................................................................................................

explanation ......................................................................................................................

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

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3 The IGCSE class carries out an experiment to investigate the effect of insulation on the rate
of cooling of hot water.

The apparatus is shown in Fig. 3.1.

thermometer thermometer

insulation

water water

bench
beaker A beaker B

Fig. 3.1

The students each have two glass beakers A and B. Beaker B is insulated. They also have
a supply of hot water.

A student pours hot water into beaker A until it is approximately two thirds full and then
measures the temperature
of the hot water. He records this temperature in the table at
time t = 0 s. He then starts a stopwatch and records the temperature of the water at 30 s
intervals for a total of four minutes.

He repeats the experiment using beaker B. All the readings are shown in the tables below.

beaker A beaker B

t/
/ t/
/

0 80 0 80

30 67 30 69

60 59 60 62

90 54 90 57

120 51 120 53

150 48 150 50

180 47 180 48

210 46 210 47

240 45 240 46

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(a) Complete the column headings in the tables. [1]

(b) Use the readings for beaker A to plot a graph of temperature
(y-axis) against
time t (x-axis). Start the temperature scale at 40 °C. Draw the best-fit curve. [4]

0 20 40 60 80 100 120 140 160 180 200 220 240 260 280
t/s

(c) Use the readings for beaker B to plot another curve on the same graph axes that you
used in part (b). [2]

(d) The experiment you have just done was designed to investigate the effect of insulation
on the rate of cooling. Suggest two improvements that could be made to the design of
the experiment.

1. ......................................................................................................................................

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

2. ......................................................................................................................................

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

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4 An IGCSE student is investigating the reflection of light by a plane mirror.

M M'

A B

card

Fig. 4.1

On Fig. 4.1, the line MM' shows the position of the mirror that is standing on a sheet of
paper. The reflecting surface of the mirror is vertical. AB is a card that is standing vertically
and is parallel to the reflecting surface of the mirror.

(a) Draw a normal to the mirror such that the edge B of the card lies on the normal. [1]

(b) Measure the distance x along the normal between the line MM' and the edge B of the
card.

x = ......................................................... [1]

(c) Draw a line from the edge A of the card to the point where the normal meets the line
MM'. This represents an incident ray from the edge of the card. [1]

(d) Measure the angle i between the incident ray and the normal.

i = .......................................................... [1]

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x
(e) Calculate the ratio –– where y = 5.0 cm, the length of the card.
y

x
–– = ................................................... [2]
y

(f) The angle of reflection is to be determined as accurately as possible. On Fig. 4.1, mark
with the letters X, Y and Z the points where the student would place three pins in order
to plot the reflected ray. [4]

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5 (a) The IGCSE class carries out an experiment to investigate the rate of cooling from
100 °C of a range of hot liquids. Underline any of the following variables that are likely
to have a significant effect on the temperature readings. (You may underline one, two
or all three of the suggested variables.)

type and size of container

volume of liquid
temperature of the surroundings [2]

(b) In an experiment to find the resistance of a wire, the students record the current in the
wire and the potential difference across it. They then calculate the resistance.
Underline any of the following variables that are likely to have a significant effect on the
current and/or potential difference readings. (You may underline one, two or all three of
the suggested variables.)

atmospheric pressure
temperature of the wire
length of wire [2]

(c) In an experiment, a short pendulum oscillates rapidly. A student is asked to find the
period of oscillation T of the pendulum using a stopwatch. The student sets the
pendulum swinging and records the time for one oscillation. A technique for improving
the accuracy of the value obtained for the period T should be used in this experiment.
State, briefly, what this technique is and any calculation involved to obtain the value
of T.

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

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

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

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0625/06/O/N/05
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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.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department
of the University of Cambridge.

© UCLES 2005 0625/06/O/N/05

 w
w
w
Centre Number Candidate Number Name

.X
tr
me
eP
ap
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
International General Certificate of Secondary Education

s.c
om
PHYSICS 0625/06
Paper 6 Alternative to Practical
October/November 2006

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 work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer all questions.

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.

For Examiner’s Use

1

Total

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

MML 10815 4/05 T06425/2
© UCLES 2006 [Turn over
 2 For
Examiner’s
Use
1 The IGCSE class is determining the density of a type of wood.

The students are provided with a bundle of wooden rods, as shown in Fig. 1.1.

Fig. 1.1

(a) On Fig. 1.1, measure the length l of a rod.

l = ............................................... cm [1]

(b) A student winds five turns of string round the bundle and marks the beginning and the
end of the five turns. She then uses the metre rule to measure the distance x between
the marks. She records that x = 24.5 cm.
(i) Determine the circumference c of the bundle of rods.

c = ..........................................................
(ii) Calculate the volume V of the bundle of rods using the equation

2
V = c––l .
4

V = ................................................... [4]

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(c) The equation used in (b)(ii) assumes that the bundle is a solid cylinder. However, there
are air gaps between the rods.
(i) Estimate the total volume Vr of the rods themselves.

Vr = ........................................................
(ii) Calculate the density d of the wood using the equation

m
d = ––
Vr

where the mass m of the bundle = 6.3 g.

d = ................................................... [3]

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2 The IGCSE class is investigating the swing of a loaded metre rule.

The arrangement of the apparatus is shown in Fig. 2.1.

pivot

metre
rule
d

load

one complete swing

Fig. 2.1

The load is attached to the metre rule so that its centre is 90.0 cm from the pivot. The rule is
displaced a small distance to one side and allowed to swing. The time t taken for
10 complete swings is recorded. This is repeated using different values of the distance d.
The readings are shown in the table.

d/ t/ T/

90.0 18.35

85.0 17.87

80.0 17.53

75.0 17.06

70.0 16.72

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(a) Complete the column headings in the table. [1]

(b) Calculate the period T for each value of d. The period is the time taken for one
complete swing. Enter the values in the table. [2]

(c) On the grid below, plot a graph of T / s (y-axis) against d / cm (x-axis). Start the x-axis
at d = 70.0 cm and the y-axis at a suitable value of T / s to make best use of the graph
grid. [5]

(d) A student suggests that T is proportional to d. State whether or not the results support
this suggestion and give a reason for your answer.

statement .........................................................................................................................

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

reason ..............................................................................................................................

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

(e) Explain why the student takes the time for ten swings and then calculates the time for
one swing (the period), rather than just measuring the time for one swing.

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

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

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3 The IGCSE class is investigating reflection in a plane mirror. Fig. 3.1 shows a ray diagram
that a student is constructing.

paper

G
E F

mirror

J K

eye

Fig. 3.1

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(a) (i) Draw a normal GH to line EF.
(ii) Mark a point A on line GJ so that the distance AG is 11.5 cm.
(iii) Measure the angle of incidence i between line GJ and the normal.

i = ..................................................... [3]

(b) The student pushes two pins into the paper on line GJ, one at point A, and the other at
a point B nearer to the mirror. He views the images of the pins from the direction
indicated in Fig. 3.1. He then pushes in two pins on line GK between his eye and the
mirror so that these two pins and the images of the pins on line GJ appear exactly one
behind the other.
(i) On Fig. 3.1, mark suitable positions for the pins on lines GJ and GK. Label the
marks with letters B, C and D.
(ii) To obtain an accurate result for this experiment, would you view the tops, bases or
central parts of the pins when lining them up? Give a reason for your answer.

I would view ..............................................................................................................

reason ......................................................................................................................

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

............................................................................................................................ [3]

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4 The IGCSE class is investigating conditions affecting the rate of cooling of a beaker of hot
water.

(a) The students start by measuring room temperature. Record the value of room
temperature as shown on the thermometer in Fig. 4.1.

—10 0 10 20 30 40 50 60 70 80 90 100 110

o
C

Fig. 4.1

temperature = .................................. [2]

(b) The students are provided with hot water in beakers as shown in Fig. 4.2. Beaker A is
insulated and beaker B has a lid.

thermometer thermometer

lid

insulation

water water

Beaker A Beaker B

Fig. 4.2

The students measure and record the temperature θ of the water in each beaker every
30 s for a total of five minutes. One student’s readings are shown in the tables.

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beaker A beaker B

time / s θ / °C time / s θ / °C
0 83.0 0 82.0

30 82.0 30 82.0

60 81.0 60 81.0

90 79.5 90 80.0

120 79.0 120 79.0

150 77.0 150 78.0

180 75.0 180 76.0

210 74.0 210 75.0

240 72.0 240 74.0

270 71.0 270 73.0

300 70.0 300 72.0

(i) Look at the temperature readings in the tables. State whether the insulation round
beaker A or the lid on beaker B or neither is most effective in keeping the water
hot. By reference to readings in the tables, justify your answer.

statement .................................................................................................................

justification ...............................................................................................................

............................................................................................................................ [2]
(ii) Suggest a suitable material for the insulation around beaker A.

............................................................................................................................ [1]
(iii) To obtain reliable results in this experiment, it is important that variables are
controlled. State three variables that should be controlled in this experiment.

variable 1 ..................................................................................................................

variable 2 ..................................................................................................................

variable 3 ............................................................................................................ [3]

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5 A student is investigating the relationship between potential difference V across a resistor
and the current I in it. Fig. 5.1 shows the apparatus that the student is using.

switch power variable

source resistor

lamp
resistor

ammeter

voltmeter

Fig. 5.1

(a) Draw the circuit diagram of the circuit shown in Fig. 5.1. Use standard circuit symbols.

[3]

(b) The student is using a lamp to show when the current is switched on.

Why is it unnecessary to use the lamp?

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

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

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(c) State which piece of apparatus in the circuit is used to control the size of the current.

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

(d) The student removes the lamp from the circuit. He is told that the resistance of a
conductor is constant if the temperature of the conductor is constant. He knows that
the current in the resistor has a heating effect. Suggest two ways in which the student
could minimise the heating effect of the current in the resistor.

1. ......................................................................................................................................

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

(e) Fig. 5.2 shows a variable resistor with the sliding contact in two different positions.

metal bar sliding contact in position A

coil of resistance wire

sliding contact in position B

metal bar

coil of resistance wire

Fig. 5.2

State which position, A or B, shows the higher resistance setting. Explain your answer.

statement ............................................

explanation ......................................................................................................................

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

© UCLES 2006 0625/06/O/N/06

 12

BLANK PAGE

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.

University of Cambridge International Examinations is part of the University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department
of the University of Cambridge.

0625/06/O/N/06
 w
w
w
.X
tr
me
eP
ap
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
s
International General Certificate of Secondary Education

.c
om
*6786650342*

PHYSICS 0625/06
Paper 6 Alternative to Practical October/November 2007
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.

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

Answer all questions.

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.

For Examiner’s Use

Total

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

SPA (MML 13215 4/06) T25854/5

© UCLES 2007 [Turn over
 2 For
Examiner’s
Use
1 The IGCSE class is investigating the rate of cooling of hot water.

(a) A student measures room temperature. Write down the value of room temperature θ0
shown on the thermometer in Fig. 1.1.

°C
–10

10

20

30

40

50

60

70

80

90

100

110
Fig. 1.1

θ0 = ................................................. [1]

(b) He then pours hot water into a beaker until it is about two-thirds full. He measures and
records the temperature θ of the hot water and at the same time starts a stopwatch.
As the water cools, he records the temperature every 30 s for a total of five minutes. His
readings are shown in the table below.

t/ θ/
0 68.0

30 53.0

60 45.0

90 40.0

120 36.5

150 33.5

180 32.0

210 30.0

240 29.0

270 28.5

300 28.0

(i) Complete the column headings in the table.

(ii) Calculate the temperature fall T1 in the first minute of the experiment.

T1 = ....................................................

(iii) Calculate the temperature fall T2 in the final minute of the experiment.

T2 = ....................................................
[3]

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(c) Theory suggests that the rate of cooling of the hot water at any time depends on the
difference between the temperature of the water at that time and room temperature.

(i) State and explain whether your answers in (b) support this theory.

Statement .................................................................................................................

Explanation ..............................................................................................................

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

(ii) Suggest three variables that you would attempt to keep constant if this theory were
to be investigated further.

1. ...............................................................................................................................

2. ...............................................................................................................................

3. ......................................................................................................................... [3]

(d) Suggest one addition you could make to the apparatus provided in order to reduce the
rate of evaporation of the water in the beaker.

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

[Total: 9]

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2 The IGCSE class is investigating a simple balance.

The diagram below shows the apparatus.

metre rule
stand pivot
pointer 150 mm

hook 140 mm

130 mm

paper 120 mm

clip 110 mm

100 mm
card
90 mm

80 mm

70 mm

60 mm

50 mm

40 mm

30 mm

20 mm

10 mm

0 mm

Fig. 2.1

(a) A student records the height h0 of the pointer above the bench. She then hangs a paper
clip on the hook and records the new height h of the pointer above the bench. Next she
records the heights of the pointer above the bench using different numbers N of paper
clips. The readings are shown in the table below.

h0 = 100 mm

N h / mm d / mm

1 108

2 114

3 120

4 125

5 134

6 141

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Calculate the height differences d using the equation

d = (h – h0)

and enter them in the table. [2]

(b) (i) Plot the graph of d / mm (y-axis) against N (x-axis).

(ii) Use your graph to predict the value of d if a nail with the same mass as 4.6 paper
clips were to be hung from the hook in place of the paper clips. Show clearly on the
graph how you obtained your value.

d = ................................................. [6]

[Total: 8]

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3 The IGCSE class is investigating the potential difference across lamps and the currents in
the lamps.

Fig. 3.1 shows the circuit that is being used.

power
source

lamp 1

lamp 2

lamp 3

Fig. 3.1

(a) A student uses the ammeter to record the current I in the wire connecting the power
source to the rest of the circuit. He then moves the ammeter to new positions in the
circuit and measures the current in each lamp in turn. The positions of the pointer on the
ammeter scale are shown below.

(i) (ii)

0.2 0.3 0.2 0.3

0.1 0.4 0.1 0.4
A A
0 0.5 0 0.5

current I = .............................................. current I1 in lamp 1 = .............................

(iii) (iv)

0.2 0.3 0.2 0.3

0.1 0.4 0.1 0.4
A A
0 0.5 0 0.5

current I2 in lamp 2 = ............................. current I3 in lamp 3 = .............................

Write down the ammeter readings I, I1, I2 and I3. [3]

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(b) Theory suggests that I = I1 + I2 + I3. State whether or not your readings support this
theory. Give a reason for your answer.

Statement ........................................................................................................................

Reason ............................................................................................................................

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

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

(c) To test the theory further, you would need to vary the value of I. State how you would
vary I.

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

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

(d) The student uses a voltmeter to measure the potential difference V across the lamps.

His reading is V = 1.6 V.

(i) Calculate the resistance R of the lamps arranged in parallel, using the equation

R = V / I,

where I is the value of the current in (a)(i).

R = .....................................................

(ii) On Fig. 3.1, add the symbol for the voltmeter connected to measure the potential
difference across the lamps. [3]

[Total: 8]

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4 The IGCSE class is investigating the refraction of light through a transparent block.

Fig. 4.1 shows the apparatus used.

eye

transparent
block

h
optics pin

sheet of x
paper

Fig. 4.1

(a) A student looks down through the transparent block at the image of a line drawn on the
sheet of paper. She carefully places the point of the optics pin exactly in line with the
image.

(i) On Fig. 4.1, measure the vertical distance x between the paper and the pin.

x = .....................................................

(ii) On Fig. 4.1, measure the height h of the transparent block.

h = .....................................................

(iii) Calculate the refractive index n of the material of the block using the equation
h
n = ––––– .
h –x

n = ................................................ [5]

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(b) To obtain a reliable value for the vertical distance x between the paper and the pin, it is
important that the pin is horizontal. Explain briefly with the aid of a diagram how you
would check that the pin is horizontal.

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

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

[Total: 6]

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5 (a) An IGCSE student is investigating the differences in density of small pieces of different
rocks. She is using an electronic balance to measure the mass of each sample and
using the ‘displacement method’ to determine the volume of each sample. Fig. 5.1 shows
the displacement method.

cm3 cm3

100 100

80 80

60 60

40 40 rock sample

20 20

V1 V2

Fig. 5.1

(i) Write down the volume shown in each measuring cylinder.

V1 = .....................................................

V2 = .....................................................

(ii) Calculate the volume V of the rock sample.

V = .....................................................

(iii) Calculate the density of sample A using the equation

m
density = ––– ,
V
where the mass m of the sample of rock is 109 g.

density = .....................................................
[4]

© UCLES 2007 0625/06/O/N/07

 11 For
Examiner’s
Use
(b) The table shows the readings that the student obtains for samples of rocks B and C.
Complete the table by

(i) inserting the appropriate column headings with units,

m
(ii) calculating the densities using the equation density = ––– .
V

sample m/g V/ density /

B 193 84 50 34

C 130 93 50 43

[4]

(c) Explain briefly how you would determine the density of sand grains.

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

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

[Total: 9]

© UCLES 2007 0625/06/O/N/07

 12

BLANK PAGE

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.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

0625/06/O/N/07
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
s
International General Certificate of Secondary Education

.c
om
*2092097264*

PHYSICS 0625/06
Paper 6 Alternative to Practical October/November 2008
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 work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

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.

For Examiner’s Use

Total

This document consists of 12 printed pages.

SP (SLM/CGW) T73783/6 R
© UCLES 2008 [Turn over
 2

1 An IGCSE student is determining the density of the metal from which a load is made. For
Examiner’s
The apparatus is shown in Fig. 1.1. Use

metre rule

spring
S0

beaker

water

bench

Fig. 1.1

(a) The student records the scale reading S0 on the metre rule at the bottom of the spring,
as shown in Fig. 1.1.

S0 = 37.4 cm

Describe briefly how the student can avoid a parallax error when taking the scale
reading.

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

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

© UCLES 2008 0625/06/O/N/08

 3

(b) He then hangs the load on the spring as shown in Fig. 1. 2. He records the new scale For
reading S1. Examiner’s
Use

0 metre rule

spring
S1
load

bench

Fig. 1.2

S1 = 40.5 cm

(i) Calculate the extension e1 of the spring using the equation

e1 = (S1 – S0).

e1 = ......................................................

The student carefully raises the beaker under the load until it is completely under water.
The load does not touch the sides or base of the beaker. He records the new scale
reading S2.

S2 = 39.8 cm

(ii) Calculate the extension e2 of the spring using the equation e2 = (S2 – S0).

e2 = ......................................................
[2]

© UCLES 2008 0625/06/O/N/08 [Turn over

 4

(c) Calculate the density ρ of the material of the load using the equation For
Examiner’s
e1 Use
ρ= ×k
(e1 – e2)
where k = 1.00 g/cm3.

ρ = ................................................... [3]

(d) A second load, made from the same material and with the same mass, is too long to be
completely submerged in the water.

Suggest whether

(i) the value obtained for e2 would be greater, smaller or the same as that obtained in
part (b) (ii),

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

(ii) the value obtained for ρ would be greater, smaller or the same as that obtained in
part (c).

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

[Total: 8]

© UCLES 2008 0625/06/O/N/08

 5

2 The IGCSE class is investigating the potential difference across, and the current in, wires. For
Examiner’s
The apparatus is shown in Fig. 2.1. Use

power source

A S B

C D

Fig. 2.1

(a) Draw a circuit diagram of the apparatus. Use standard circuit symbols.
(The circuit includes two identical resistance wires AB and CD. Use the standard symbol
for a resistance to represent each of these wires.)
This circuit is called circuit 1.

[3]

© UCLES 2008 0625/06/O/N/08 [Turn over

 6

For circuit 1, the student places the contact S on the resistance wire AB at a distance of For
0.500 m from A. He measures the p.d. V across the wire between A and S and the current I Examiner’s
in the circuit. Use

The student then records the measurements for circuits 2 and 3, shown in Fig. 2.2 and
Fig. 2.3.

power source

A S B

C D
circuit 2

Fig. 2.2

power source

A S B

C D
circuit 3

Fig. 2.3

© UCLES 2008 0625/06/O/N/08

 7

The voltage V and current I for all three circuits are shown in Table 2.1. For
Examiner’s
Table 2.1 Use

Circuit V/ I/
1 0.83 0.53
2 0.75 0.95
3 0.41 0.28

(b) Complete the column headings in the table. [1]

(c) Theory suggests that,

1. in circuits 1 and 2, the values of potential difference V will be equal,

2. the value of potential difference V in circuit 3 will be half that in circuit 1 or circuit 2.

(i) State whether, within the limits of experimental accuracy, the results support these
predictions.

Justify your statement by reference to the results.

Prediction 1 ...............................................................................................................

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

Prediction 2 ...............................................................................................................

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

(ii) Suggest one reason, other than a change in temperature of the wires, why the
results may not support the theory.

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

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

[Total: 7]

© UCLES 2008 0625/06/O/N/08 [Turn over

 8

3 The IGCSE class is investigating the change in temperature of hot water as cold water is For
added to the hot water. Examiner’s
Use

A student measures and records the temperature θ of the hot water before adding any of the
cold water available.

He then pours 20 cm3 of the cold water into the beaker containing the hot water. He measures
and records the temperature θ of the mixture of hot and cold water.

He repeats this procedure four times until he has added a total of 100 cm3 of cold water.

The temperature readings are shown in Table 3.1. V is the volume of cold water added.

Table 3.1

V/ θ/
0 82

68

58

50

45

42

(a) (i) Complete the column headings in the table.

(ii) Enter the values for the volume of cold water added.
[2]

© UCLES 2008 0625/06/O/N/08

 9

(b) Use the data in the table to plot a graph of temperature (y-axis) against volume (x-axis). For
Draw the best-fit curve. Examiner’s
Use

[4]

(c) During this experiment, some heat is lost from the hot water to the surroundings. Also,
each time the cold water is added, it is added in quite large volumes and at random
times.

Suggest two improvements you could make to the procedure to give a graph that more
accurately shows the pattern of temperature change of the hot water, due to addition of
cold water alone.

1. .....................................................................................................................................

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

2. .....................................................................................................................................

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

[Total: 8]

© UCLES 2008 0625/06/O/N/08 [Turn over

 10

4 An IGCSE student is determining the focal length of a converging lens. For

The apparatus is shown in Fig. 4.1. Examiner’s
Use

screen

x y

lens

illuminated
object

Fig. 4.1

(a) The student places the lens at a distance x = 25.0 cm from the illuminated object. She
places the screen close to the lens and then moves it away from the lens until a sharply
focused image is formed on the screen. She measures and records the distance y
between the lens and the screen.

y = 37.1 cm

Calculate the focal length f of the lens using the equation

xy .
f=
(x + y)

f = ................................................... [2]

(b) She then repeats the procedure with the lens at a distance x = 30.0 cm from the
illuminated object.

Fig. 4.1 shows this position of the apparatus. It is a scale diagram.

(i) On Fig. 4.1, measure the distance xs between the lens and the illuminated object.
Also on Fig. 4.1, measure the distance ys between the lens and the screen.

xs = ......................................................

ys = ......................................................

© UCLES 2008 0625/06/O/N/08

 11

(ii) Calculate the actual distance y between the lens and the screen. For
Examiner’s
Use

y = ......................................................

(iii) Calculate the focal length f using the new values of x and y.

f = ......................................................

(iv) Calculate the average value of f. Show your working.

average value of f = ......................................................

[7]

(c) The illuminated object has the shape shown below.

Draw a diagram to show the appearance of the focused image in (b) on the screen.

[1]

[Total: 10]

© UCLES 2008 0625/06/O/N/08 [Turn over

 12

5 (a) Table 5.1 shows some measurements taken by three IGCSE students. The second For
column shows the values recorded by the three students. For each quantity, underline Examiner’s
the value most likely to be correct. Use

The first one is done for you.

Table 5.1

Quantity measured Recorded values

The mass of a wooden 0.112 kg
metre rule 1.12 kg
11.2 kg
The weight of an empty 250 cm3 0.7 N
glass beaker 7.0 N
70 N
The volume of one sheet of this 0.6 cm3
examination paper 6.0 cm3
60 cm3
The time taken for one swing of a 0.14 s
simple pendulum of length 0.5 m 1.4 s
14 s
The pressure exerted on the ground 0.4 N/cm2
by a student standing on one foot 4.0 N/cm2
40 N/cm2
[4]

(b) (i) A student is to find the value of the resistance of a wire by experiment. Potential
difference V and current I can be recorded. The resistance is then calculated using
the equation R = V/ I.

The student knows that an increase in temperature will affect the resistance of the
wire. Assuming that variations in room temperature will not have a significant effect,
suggest two ways by which the student could minimise temperature increases in
the wire during the experiment.

1. ..............................................................................................................................

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

(ii) Name the circuit component that the student could use to control the current.

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

[Total: 7]

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.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2008 0625/06/O/N/08

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
s
International General Certificate of Secondary Education

.c
om
*8413808010*

PHYSICS 0625/06
Paper 6 Alternative to Practical October/November 2009
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 a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

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.

For Examiner’s Use

Total

This document consists of 14 printed pages and 2 blank pages.

DCA (SHW 00210 3/08) 12805/3

© UCLES 2009 [Turn over
 2

1 The IGCSE class is investigating the period of oscillation of a simple pendulum. For
Examiner’s
Fig. 1.1 shows the set-up. Use

bob
d
floor
one complete
oscillation

Fig. 1.1 Fig. 1.2

(a) (i) On Fig. 1.1, measure the vertical distance d from the floor to the bottom of the
pendulum bob.

d = ......................................................

(ii) Fig. 1.1 is drawn one twentieth actual size. Calculate the actual distance x from
the floor to the bottom of the pendulum bob. Enter this value in the top row of
Table 1.1.

The students displace the pendulum bob slightly and release it so that it swings. They
measure and record in Table 1.1 the time t for 20 complete oscillations of the pendulum
(see Fig. 1.2).

Table 1.1

x / cm t/s T/s T 2 / s2

20.0

20.0 19.0

30.0 17.9

40.0 16.8

50.0 15.5

[4]

© UCLES 2009 0625/06/O/N/09

 3

(b) (i) Calculate the period T of the pendulum for each set of readings. The period is the For
time for one complete oscillation. Enter the values in Table 1.1. Examiner’s
Use

(ii) Calculate the values of T 2. Enter the T 2 values in Table 1.1.

(c) Use your values from Table 1.1 to plot a graph of T 2 / s2 (y-axis) against x / cm (x-axis).
Draw the best-fit line.

[5]

© UCLES 2009 0625/06/O/N/09 [Turn over

 4

(d) State whether or not your graph shows that T 2 is directly proportional to x. Justify your For
statement by reference to the graph. Examiner’s
Use

statement .........................................................................................................................

justification .......................................................................................................................

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

[Total: 10]

© UCLES 2009 0625/06/O/N/09

 5

BLANK PAGE

0625/06/O/N/09 [Turn over

 6

2 An IGCSE student is investigating the cooling of thermometer bulbs under different For
conditions. Examiner’s
Use

He places a thermometer in a beaker of hot water and records the temperature h of the hot
water.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 2.1

(a) Fig. 2.1 shows the thermometer. Write down the value of h that it shows.

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

He then moves the thermometer until the thermometer bulb is just above the surface of the
water (position A) and immediately starts a stopclock.

He records the time t and the temperature reading  every 30 s. The readings are shown in
Table 2.1.

Table 2.1

Position A Position B

t/ / /
30 65 56

60 58 47

90 54 40

120 52 35

150 50 32

180 48 30

(b) Complete the column headings in the table. [1]

© UCLES 2009 0625/06/O/N/09

 7

The student replaces the thermometer in the hot water and then moves the thermometer For
15 cm away from the beaker to position B and immediately starts the stopclock. He records Examiner’s
the time t and the temperature reading  every 30 s. The readings are shown in Table 2.1. Use

(c) State in which position the thermometer bulb cooled more quickly. Justify your answer
by reference to the readings.

statement .........................................................................................................................

justification .......................................................................................................................

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

(d) To make a fair comparison between the rates of cooling of the thermometer bulbs in
the two positions, it is important to control other experimental conditions. Suggest two
conditions that should be controlled in this experiment.

1. ......................................................................................................................................

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

[Total: 5]

© UCLES 2009 0625/06/O/N/09 [Turn over

 8

3 The IGCSE class is comparing the combined resistance of lamps arranged either in series For
or in parallel. Examiner’s
Use

The circuit shown in Fig. 3.1 is used.

power
source

Fig. 3.1

A student measures and records the current I in the circuit and the p.d. V across the two
lamps.

Fig. 3.2 shows the readings on the two meters.

0.2 0.3
0.1 0.4

0 0.5
A

2 3
1 4

0 5
V
Fig. 3.2

© UCLES 2009 0625/06/O/N/09

 9

(a) (i) Write the voltage and current readings in Table 3.1, below. For
Examiner’s
(ii) Complete the column headings in Table 3.1. Use
[3]

(b) The student then sets up the circuit shown in Fig. 3.3 and records the readings. These
readings have already been entered in Table 3.1.

power
source

Fig. 3.3

For each set of readings in the table, calculate the combined resistance R of the two
lamps using the equation R = V / I. Record the values of R in Table 3.1. [2]

Table 3.1

V/ I/ R/

Circuit of Fig. 3.1

Circuit of Fig. 3.3 1.8 0.52

(c) Using the values of resistance you have obtained, calculate the ratio y of the resistances
using the equation
resistance of lamps in series
y= .
resistance of lamps in parallel

y = ......................................................
[2]

© UCLES 2009 0625/06/O/N/09 [Turn over

 10

(d) Fig. 3.4 shows a circuit including two motors A and B. For
Examiner’s
Use

power source

ammeter
motor A
A

variable resistor
motor B

Fig. 3.4

(i) Draw a diagram of the circuit using standard circuit symbols. The circuit symbol for
a motor is:

© UCLES 2009 0625/06/O/N/09

 11

(ii) An engineer wishes to measure the voltage across motor A. For

Examiner’s
1. On Fig. 3.4, mark with the letters X and Y where the engineer should connect Use

the voltmeter.

2. State the purpose of the variable resistor.

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

...........................................................................................................................
[3]

[Total: 10]

© UCLES 2009 0625/06/O/N/09 [Turn over

 12

4 An IGCSE student is determining the focal length of a lens by two different methods. For
Examiner’s
The set-up for Method 1 is shown in Fig. 4.1. Use

object
illuminated screen mirror
object f

lens

Fig. 4.1

The student moves the lens and the mirror slowly towards the object screen until a sharply
focused image is obtained on the object screen as shown in Fig. 4.2.

image

Fig. 4.2

(a) On Fig. 4.1, use your rule to measure the distance f between the lens and the object
screen. This is the focal length of the lens.

f = ................................................ [2]

(b) For Method 2, the student takes measurements of the diameter d and maximum
thickness t of the lens. Use your rule to take measurements on Fig. 4.3.

Fig. 4.3

© UCLES 2009 0625/06/O/N/09

 13

(i) Determine an average value for the diameter d of the lens. Record your readings in For
the space below. Examiner’s
Use

d = ......................................................

(ii) Measure the maximum thickness t of the lens.

t = ......................................................

(iii) Draw a diagram to show how, in the laboratory you would use two rectangular
blocks of wood and a metre rule to measure the thickness of the lens as accurately
as possible.

(iv) Theory shows that, for a perfectly formed lens, the focal length is given by the
formula
d2
f= where k = 4.16.
kt
Calculate the focal length f of the lens using this formula.

f = ......................................................
[7]

© UCLES 2009 0625/06/O/N/09 [Turn over

 14

(c) Explain whether your results from Methods 1 and 2 support the theory in part (b)(iv). For
Examiner’s
.......................................................................................................................................... Use

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

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

[Total: 10]

© UCLES 2009 0625/06/O/N/09

 15

5 An IGCSE student is carrying out an optics experiment. For

Examiner’s
The experiment involves using a lens to focus the image of an illuminated object onto a Use

screen.

(a) Complete the diagram below to show the apparatus you would use. Include a metre rule
to measure the distances between the object and the lens and between the lens and
the screen. The illuminated object is drawn for you.

illuminated
object

lamp

card

[3]

(b) State two precautions that you would take to obtain accurate results in this experiment.

1. ......................................................................................................................................

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

2. ......................................................................................................................................

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

[Total: 5]

© UCLES 2009 0625/06/O/N/09

 16

BLANK PAGE

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.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/06/O/N/09
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
s
International General Certificate of Secondary Education

.c
om
*1157465662*

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2010
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 a pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

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.

For Examiner’s Use

Total

This document consists of 10 printed pages and 2 blank pages.

DC (LEO/DJ) 25088/4
© UCLES 2010 [Turn over
 2

1 An IGCSE student is determining the density of the material of a metre rule. For
Examiner’s
Fig. 1.1 shows the balancing experiment used to determine the mass of the rule. Use

50.0 cm
mark
a
metre rule b
load X

pivot

Fig. 1.1

(a) (i) On Fig. 1.1, measure the distance a from the centre of the load X to the pivot.

a = ................................................. cm

(ii) On Fig. 1.1, measure the distance b from the pivot to the 50.0 cm mark on the rule.

b = ................................................. cm
[1]

(b) The diagram is drawn one tenth of actual size.

(i) Calculate the actual distance x from the centre of the load X to the pivot.

x = ................................................. cm

(ii) Calculate the actual distance y from the pivot to the 50.0 cm mark on the rule.

y = ................................................. cm

(iii) Calculate the mass m of the metre rule using the equation
kx
m=
y
where k = 100 g.

m = ......................................................
[2]

© UCLES 2010 0625/62/O/N/10

 3

(c) Figs. 1.2 and 1.3 show part of the metre rule drawn actual size. For
Examiner’s
Use

Fig. 1.2

Fig. 1.3

(i) Take and record measurements from Fig. 1.2 to determine the average width w of
the metre rule.

w = ................................................. cm

(ii) Take and record measurements from Fig. 1.3 to determine the average thickness t
of the metre rule.

t = ................................................. cm

(iii) Calculate the volume V of the metre rule using the equation V = lwt where l is the
length of the metre rule (100.0 cm).

V = .................................................. [3]
m
(iv) Calculate the density ρ of the metre rule using the equation ρ = .
V

ρ = .................................................. [3]

(d) State the assumption that the student has made about the position of the centre of
mass of the metre rule.

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

[Total: 10]

© UCLES 2010 0625/62/O/N/10 [Turn over

 4

2 The IGCSE class is investigating the rate of cooling and the rate of heating of a thermometer For
bulb. Examiner’s
Use

The set-up is shown in Fig. 2.1 and Fig. 2.2.

thermometer thermometer

hot water

Fig. 2.1 Fig. 2.2

A student places a thermometer in a beaker of hot water. When the reading on the
thermometer is steady, she records the temperature reading θ in Table 2.1 at time t = 0.

She immediately removes the thermometer from the water and starts a stopclock. As the
thermometer cools, she records the thermometer reading every 30 s, as shown in Table 2.1.

At time t = 210 s, she records the thermometer reading and immediately puts the thermometer
back in the hot water. As the thermometer heats up, she records the time and thermometer
reading every 30 s for 180 s, as shown in Table 2.2.

Table 2.1 Table 2.2

t/ θ/ t/ θ/
0 82 210 50

30 74 240 66

60 66 270 75

90 63 300 77

120 57 330 78

150 55 360 78

180 52 390 78

(a) Complete the column headings in both tables. [1]

(b) Calculate the change in the thermometer reading θc in the first 90 s whilst the
thermometer cools.

θc = .................................................. [1]

© UCLES 2010 0625/62/O/N/10

 5

(c) Suggest a conclusion about the initial rate of cooling of the thermometer bulb compared For
with the initial rate of heating. Justify your conclusion by reference to Tables 2.1 Examiner’s
and 2.2. Use

conclusion ........................................................................................................................

justification .......................................................................................................................

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

(d) When repeating this experiment in order to check the results, it is important to control
the conditions. Suggest two such conditions that should be controlled.

1. ......................................................................................................................................

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

[Total: 6]

© UCLES 2010 0625/62/O/N/10 [Turn over

 6

3 The IGCSE class is investigating the potential difference across a resistor. For
Examiner’s
Fig. 3.1 shows the circuit used. Use

power supply

A B

Fig. 3.1

The circuit contains a resistor X. There is a gap in the circuit between points A and B that is
used for adding extra resistors to the circuit.

(a) A student connects points A and B together, switches on and measures the potential
difference V0 across resistor X. Fig. 3.2 shows the voltmeter scale.

4 5 6
3 7
2 8
1 9
0 V 10

Fig. 3.2

Write down the value of potential difference V0 shown on Fig. 3.2.

V0 = ................................................. [1]

© UCLES 2010 0625/62/O/N/10

 7

(b) The student does not change the position of the voltmeter in the circuit. She connects a For
3.3 Ω resistor between points A and B and records in Table 3.1 the resistance R of the Examiner’s
resistor. She switches on and records the potential difference V across the resistor X. Use

She repeats the procedure with each of two other resistors and finally with the 3.3 Ω and
6.8 Ω resistors connected in series with each other.

(i) Complete the column headings in the table.

Table 3.1

R/ V/
3.3 1.42

4.7 1.29

6.8 1.14

0.95

(ii) In the space provided in Table 3.1, write the combined resistance of the 3.3 Ω and
6.8 Ω resistors connected in series with each other. [2]

(c) Plot the graph of V / V (y-axis) against R / Ω (x-axis). Begin both axes at 0.

[5]

(d) Use the graph to estimate the value of the potential difference V when R = 0 Ω. Show
clearly on the graph how you obtained your result.

V = .................................................. [2]

[Total: 10]
© UCLES 2010 0625/62/O/N/10 [Turn over
 8

4 An IGCSE student carries out a lens experiment to investigate the magnification of an image. For
Examiner’s
The apparatus is shown in Fig. 4.1. Use

u v

illuminated lens screen

object

Fig. 4.1

The object is a rectangular hole in a piece of card. There is a thin wire across the hole.
Fig. 4.2 shows the rectangular hole and the wire.

wire
1.5 cm

2.0 cm

Fig. 4.2

The student sets the distance u at 32.0 cm and moves the screen to obtain a sharply focused
image. The image distance v is 58.9 cm.

(a) (i) Calculate the magnification m using the equation m = v /u.

m = .................................................. [2]

(ii) Draw a diagram of the image, actual size, for a magnification m = 2.0.

[3]

© UCLES 2010 0625/62/O/N/10

 9

(b) The object distance u is the distance from the object to the centre of the lens. For
Examiner’s
Explain briefly how you would position a metre rule to obtain an accurate value for u. Use

You may draw a diagram.

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

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

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

(c) Suggest two precautions that you would take in this experiment in order to obtain reliable
readings.

1. ......................................................................................................................................

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

[Total: 8]

© UCLES 2010 0625/62/O/N/10 [Turn over

 10

5 The IGCSE class is investigating the rate at which salt dissolves in water. For
Examiner’s
Each student is able to use Use

glass beakers,
a thermometer,
a stopclock,
a measuring cylinder,
an electronic balance,
a supply of salt,
a supply of cold water,
a stirrer,
a method of heating the water
and any other common laboratory apparatus that may be useful.

A student decides to investigate the effect of temperature on the rate at which salt dissolves
in water by observing the time taken for small amounts of salt to dissolve in water at different
temperatures.

(a) Suggest three possible variables that should be kept constant in this investigation.

1. ......................................................................................................................................

2. ......................................................................................................................................

3. .................................................................................................................................. [3]

(b) In the table below, write the names of three items of apparatus that are necessary in
order to take the readings in this investigation. In the second column of the table write
the quantity that the item measures.

item of apparatus quantity measured

[3]

[Total: 6]

© UCLES 2010 0625/62/O/N/10

 11

BLANK PAGE

© UCLES 2010 0625/62/O/N/10

 12

BLANK PAGE

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.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2010 0625/62/O/N/10

 w
w
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
s
International General Certificate of Secondary Education

.c
om
* 2 8 9 7 2 0 0 4 5 3 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2011
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 a pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

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 document consists of 11 printed pages and 1 blank page.

DC (SJF/SW) 34190/5
© UCLES 2011 [Turn over
 2

1 The IGCSE class is investigating the law of moments.

Fig. 1.1 shows the apparatus used.

d x y
50.0 cm mark
metre rule

modelling clay pivot

Fig. 1.1

(a) A student moulds a piece of modelling clay into a cube shape. He places the modelling clay
on the rule so that its centre is a distance d = 10.0 cm from the zero end of the rule, as shown
in Fig.1.1.

He adjusts the position of the rule so that it is as near as possible to being balanced, with the
50.0 cm mark to the right of the pivot.

(i) On Fig.1.1, measure the distance x from the centre of the modelling clay to the pivot.

x = ...............................................................

(ii) On Fig.1.1, measure the distance y from the pivot to the 50.0 cm mark on the rule.

y = ...............................................................
[1]

(b) The diagram is drawn one tenth of actual size.

(i) Calculate the actual distance X from the centre of the modelling clay to the pivot.

X = ...............................................................

(ii) Calculate the actual distance Y from the pivot to the 50.0 cm mark on the rule.

Y = ...............................................................

(iii) Calculate the mass m1 of the piece of modelling clay using the equation
MY
m1 =
X
where the mass of the metre rule M = 112 g.

m1 = ...............................................................
[4]
© UCLES 2011 0625/62/O/N/11
 3

(c) The student cuts the piece of modelling clay into two pieces, with one piece approximately
twice the size of the other piece.

Using the larger piece of modelling clay, he repeats the procedure and obtains a result for the
mass m2 of 64.9 g.

Using the smaller piece of modelling clay, he repeats the procedure and obtains a result for
the mass m3 of 34.5 g.

Calculate (m2 + m3).

(m2 + m3) = .......................................................... [1]

(d) Assuming that the experiment has been carried out with care, suggest two reasons why
(m2 + m3) may not be equal to m1.

1. ...............................................................................................................................................

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

2. ...............................................................................................................................................

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

(e) Explain briefly how you would ensure that the centre of the cube of modelling clay is at the
10.0 cm mark on the metre rule. You may draw a diagram.

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

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

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

[Total: 9]

© UCLES 2011 0625/62/O/N/11 [Turn over

 4

2 An IGCSE student is investigating temperature changes when hot water and cold water are mixed.

She is provided with a supply of hot water and a supply of cold water.

(a) The temperature θc of the cold water is 24 °C.

She pours 100 cm3 of the hot water into a beaker. Record the temperature θh of this water, as
shown on the thermometer.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 2.1

θh = .......................................................... [1]

(b) She adds 10 cm3 of the cold water to the beaker of hot water. She briefly stirs the mixture of
hot and cold water and records in Table 2.1 the temperature θm of the mixture of hot and cold
water. She quickly repeats this five times, adding 10 cm3 of cold water each time, until a total
of 60 cm3 has been added. She records the temperature θm of the mixture of hot and cold
water at each stage.

Table 2.1

V/ θm /
78

74

68

63

61

59

(i) Complete the volume column in the table, where V is the total volume of cold water so
far added.

(ii) Complete the column headings in the table. [2]

© UCLES 2011 0625/62/O/N/11

 5

(c) Plot the graph of temperature θ (y-axis) against volume V (x-axis).

[4]

(d) If this experiment were to be repeated in order to check the results, it would be important to
control the conditions. Suggest two such conditions that should be controlled.

1. ...............................................................................................................................................

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

(e) Suggest a practical precaution that will enable readings in this experiment to be taken as
accurately as possible.

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

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

[Total: 10]

© UCLES 2011 0625/62/O/N/11 [Turn over

 6

3 The IGCSE class is investigating the potential difference across resistors in a circuit.

Fig. 3.1 shows the circuit.

power
source

A
R2
R1

R3

Fig. 3.1

(a) A student measures the potential difference VA across resistor R1.

Write down the reading of VA shown in Fig. 3.2.

5 6
3 4 7
2 8
1 9 range
0 V 10 1.0 10
0.1 100

Fig. 3.2

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

(b) He then measures the potential difference VB across resistors R2 and R3 and the potential
difference VC across the combination of the three resistors.

The values are: VB = 1.4 V and VC = 2.1 V.

Theory suggests that VC = (VA + VB ).

(i) Calculate (VA + VB ).

(VA + VB ) = ...............................................................

© UCLES 2011 0625/62/O/N/11

 7

(ii) State whether the experimental results support the theory. Justify your statement by
reference to the results.

statement ..........................................................................................................................

justification ........................................................................................................................

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

...........................................................................................................................................
[3]

(c) The current I indicated by the ammeter is 0.27 A. Calculate the resistance R of the
V
combination of the three resistors using the equation R = C .
I

R = .......................................................... [1]

(d) On Fig. 3.1, draw in the voltmeter connected to measure the potential difference VB across
resistors R2 and R3. Use the standard symbol for a voltmeter. [1]

(e) Refer to Fig. 3.2. Comment on the student’s choice of the 10 V range for the measurement
of VA.

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

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

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

[Total: 7]

© UCLES 2011 0625/62/O/N/11 [Turn over

 8

4 An IGCSE student is investigating the reflection of light by a plane mirror.

Fig. 4.1 shows her ray trace sheet.

M R

ray trace
P2
sheet

P3

A B

eye

Fig. 4.1

(a) The line MR shows the position of a mirror.

(i) Draw a normal to MR at its centre. Label the normal NL with N at the centre of MR and L
on AB.
(ii) Mark a point on AB, 3.0 cm to the left of L. Label this point C.
[2]

© UCLES 2011 0625/62/O/N/11

 9

(b) Fig. 4.2 shows the mirror which is made of polished metal and has a vertical line drawn on it.
The lower end of this line is at point N.

mirror

line

Fig. 4.2

In the experiment, the student places a pin P1 at C. The student views the line on the mirror
and the image of pin P1 from the direction indicated by the eye in Fig. 4.1. She places two
pins P2 and P3 some distance apart so that the image of P1, the line on the mirror, and pins
P2 and P3, all appear exactly one behind the other. The positions of P2 and P3 are shown.

(i) Draw the line joining the positions of P2 and P3. Continue the line until it meets the
normal.
(ii) Draw the line joining point C and point N.
[1]
(iii) Measure, and record in Table 4.1, the angle of incidence i between the normal NL and
the line CN. Measure, and record in the table, the angle of reflection r between the
normal and the line passing through P2 and P3.
(iv) Complete the column headings in the table.

Table 4.1

distance of P1 from the normal / i/ r/

3.0

4.0 23 22

5.0 27 28
[2]

(c) The student repeats the procedure using positions of P1 that are 4.0 cm and 5.0 cm from the
normal. The readings are shown in the table.

In spite of carrying out this experiment with reasonable care, it is possible that the values
of the angle of reflection r will not be exactly the same as the values obtained from theory.
Suggest two possible causes of this inaccuracy.

1. ...............................................................................................................................................

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

2. ...............................................................................................................................................

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

© UCLES 2011 0625/62/O/N/11 [Turn over

 10

(d) Suggest one precaution that you would take in this experiment to ensure that the results are
as accurate as possible.

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

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

[Total: 8]

5 The IGCSE class is investigating springs.

A student measures the length l 0 of a spring and then uses a stand and clamp to suspend the
spring vertically. He hangs a weight W on the spring and measures the new length l. He calculates
the extension e of the spring. He repeats the procedure using a range of weights.

Table 5.1 shows some readings obtained by the student. The unstretched length l 0 of the spring is
16 mm.

Table 5.1

W/N

0 16 0

0.10 17

0.20 19

0.30 21

0.40 23

0.50 27

0.60 33

© UCLES 2011 0625/62/O/N/11

 11

(a) Complete the column headings in Table 5.1. [1]

(b) Complete the third column in the table by calculating the extension e of the spring. [1]

(c) State whether the results support the suggestion that the extension is directly proportional to
the load. Justify your answer by reference to the results.

statement ..................................................................................................................................

justification ................................................................................................................................

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

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

(d) Draw a diagram of the apparatus including the spring, clamp, a weight hanging on the spring
and a ruler positioned to measure the length of the spring.

[2]

[Total: 6]

© UCLES 2011 0625/62/O/N/11

 12

BLANK PAGE

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.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2011 0625/62/O/N/11

 w
w
w
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eP
ap
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

er
s
International General Certificate of Secondary Education

.c
om
* 6 0 7 8 5 9 5 0 4 3 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2012
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 a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.

Answer all questions.

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.

For Examiner’s Use

Total

This document consists of 12 printed pages.

DC (LEO/JG) 50193/4
© UCLES 2012 [Turn over
 2

1 The IGCSE class is carrying out refraction experiments using a rectangular glass block and For
optical pins. Examiner’s
Use

(a) In the middle of the space below, draw a line, 10 cm long, across the page and label it
AB. This line represents one side of the glass block.

[1]

(b) Draw a normal to this line at the centre of AB. [1]

(c) Draw a line at 30° to the normal to represent an incident ray. This line should be at least
6 cm long. Label this line EF. [1]

(d) Mark the positions of two pins P1 and P2 on line EF. They should be positioned at
suitable places on the line in order carry out a ray-tracing experiment as accurately as
possible. [1]

© UCLES 2012 0625/62/O/N/12

 3

(e) A student finds that his completed results from the refraction experiment do not quite For
match the theory. The student carried out the experiment correctly and with reasonable Examiner’s
care. Use

Suggest a practical reason why the results could differ slightly from the results expected
from the theory.

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

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

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

[Total: 5]

© UCLES 2012 0625/62/O/N/12 [Turn over

 4

2 An IGCSE class is investigating the rate of cooling of water. For

Examiner’s
The apparatus is shown in Fig. 2.1. Use

110 °C
100
90
80
70
60
50
thermometer

40
30
20
10
0
–10

water

Fig. 2.1 Fig. 2.2

(a) Record room temperature θR as shown on the thermometer in Fig. 2.2.

θR = .................................................. [2]

(b) A student pours 200 cm3 of hot water into a beaker. She records the temperature θ0 of
the water.
86 °C
θ = ......................................................
0

She starts a stopclock and records the temperature θ1 of the water at time t = 100 s.

72 °C
θ1 = ......................................................

(i) Calculate the temperature difference θA between θ0 and room temperature θR using
the equation θA = (θ0 – θR).

θA = ......................................................

(ii) Calculate the temperature fall θH of the hot water using the equation θH = (θ0 – θ1).

θH = ......................................................
[1]
© UCLES 2012 0625/62/O/N/12
 5

(c) The student empties the beaker. She pours 100 cm3 of hot water into the beaker, adds For
100 cm3 of cold water to the beaker, and stirs. Examiner’s
Use

She records the temperature θ2 of the warm water.

59 °C
θ2 = ......................................................

She starts the stopclock and records the temperature θ3 of the water at time t = 100 s.

44 °C
θ3 = ......................................................

(i) Calculate the temperature difference θB between θ2 and room temperature θR using
the equation θB = (θ2 – θR).

θB = ......................................................

(ii) Calculate the temperature fall θW of the warm water using the equation
θW = (θ2 – θ3).

θW = ......................................................
[1]

(d) The student suggests that the rate of temperature change is proportional to the difference
between the starting temperature and room temperature. This can be expressed as
θA θB
= .
θH θW
State whether the results support this suggestion and justify your answer with reference
to the results.

statement .........................................................................................................................

justification .......................................................................................................................

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

(e) If this experiment were to be repeated in order to check results, it would be important to
control the conditions.

Suggest two such conditions that should be controlled.

1. ......................................................................................................................................

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

[Total: 8]

© UCLES 2012 0625/62/O/N/12 [Turn over

 6

3 The IGCSE class is investigating current and potential difference using identical lamps in a For
circuit. Examiner’s
Use
The circuit is shown in Fig. 3.1.

power
source

A 1

Fig. 3.1

(a) On Fig. 3.1, draw the symbol for a voltmeter connected to measure the potential
difference V across the combination of lamps. [1]

(b) On Fig. 3.2, draw a pointer showing the voltmeter reading V = 1.9 V.

0.8 1.0 1.2

0.6 1.4
0.4 1.6
0.2 1.8
0 2.0
V

Fig. 3.2
[1]

(c) (i) A student measures the current at positions 1, 2 and 3 in the circuit. Record the
current at each position as shown on the ammeters in Fig. 3.3.

0.4 0.6 0.4 0.6 0.4 0.6

0.2 0.8 0.2 0.8 0.2 0.8
0 1.0 0 1.0 0 1.0
A A A

position 1 position 2 position 3

Fig. 3.3

I1 = ............................ I2 = ............................ I3 = ............................

[1]
© UCLES 2012 0625/62/O/N/12
 7

(ii) Calculate the total current IC in the combination of lamps using the equation For
IC = I2 + I3. Examiner’s
Use

IC = ......................................................

(iii) Theory indicates that I1 = IC. Suggest why a student may find the two values to be
different in this experiment.

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

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

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

(d) The student decides to investigate the effect of changing the current I1, using a variable
resistor (rheostat).

In the space below, copy the diagram shown in Fig. 3.1, but with the addition of a variable
resistor connected at a suitable position for the investigation.

[2]

(e) A student sets up the circuit as shown in Fig. 3.1. Neither of the two lamps in series
glows. He suspects that one of the lamps is faulty.

Suggest how the apparatus may be used to find out which lamp is faulty.

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

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

[Total: 7]

© UCLES 2012 0625/62/O/N/12 [Turn over

 8

4 The IGCSE class is determining the focal length of a lens. For

Examiner’s
The apparatus is shown in Fig. 4.1. Use

illuminated
object lens screen

u v

Fig. 4.1

A student places a lens at a distance u = 30.0 cm from an illuminated object. She moves the
screen until a sharply focused image of the object is seen on the screen.

She measures the distance v between the centre of the lens and the screen. She calculates d,
using the equation d = u + v.

She repeats the procedure using a range of values of u. The values of u, v and d are shown
in Table 4.1.

Table 4.1

u / cm v / cm uv / d/

30.0 29.8 59.8

45.0 22.0 67.0

50.0 21.8 71.8

55.0 21.0 76.0

60.0 19.9 79.9

(a) (i) Calculate the value of uv for each set of readings and enter the values in the table.

(ii) Complete the column headings in the table by inserting the units for uv and d.
[2]

© UCLES 2012 0625/62/O/N/12

 9

(b) Complete the labelling of the axes below, and plot the graph using data from the table. For
You do not need to begin the axes at the origin (0,0). Examiner’s
Use

uv /

d/
[4]

(c) The gradient of the graph is numerically equal to the focal length of the lens.

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

G = .................................................. [2]

(ii) State a value for the focal length f of the lens, giving your answer to a suitable
number of significant figures for this experiment.

f = .................................................. [2]

[Total: 10]

© UCLES 2012 0625/62/O/N/12 [Turn over

 10

5 The IGCSE class is investigating a pendulum. For

Examiner’s
The apparatus is shown in Fig. 5.1. Use

clamp

pendulum bob

bench

Fig. 5.1

(a) On Fig. 5.1, measure the length l of the pendulum.

l = .................................................. [1]

(b) The diagram is drawn 1/5th actual size.

Calculate the actual length L of the pendulum.

L = .................................................. [2]

© UCLES 2012 0625/62/O/N/12

 11

(c) A student places a metre rule on the bench so that the 50.0 cm mark is vertically below For
the centre of the pendulum bob. Describe how you would judge that the 50.0 cm mark is Examiner’s
vertically below the centre of the pendulum bob. You may draw a diagram. Use

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

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

(d) The student pulls the pendulum bob to one side until it is vertically above the 52.0 cm
mark on the rule. He has moved the pendulum bob a horizontal distance d = 2.0 cm.

He releases the pendulum bob, then measures the time t taken for 12 complete swings
of the pendulum. He repeats the procedure using a range of d values. The values of d
and t are shown in Table 5.1.

Table 5.1

d/ t/ T/

2.0 17.4

3.0 17.6

4.0 17.2

5.0 17.3

6.0 17.5

(i) Calculate the period T of the pendulum for each value of d. Enter the values in the
table. The period T is the time taken for one complete swing of the pendulum. [2]
(ii) Complete the column headings in the table. [1]

(e) Using the evidence in the table, describe the effect on the period T of increasing the
distance d. Justify your answer by reference to your results.

description .......................................................................................................................

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

justification .......................................................................................................................

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

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

© UCLES 2012 0625/62/O/N/12 [Turn over

 12

(f) Suggest why the student measures the time taken for twelve swings of the pendulum For
rather than for one swing. Examiner’s
Use

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

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

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

[Total: 10

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.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2012 0625/62/O/N/12

 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
* 2 3 7 1 9 8 9 2 6 1 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2013
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 a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, 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 document consists of 12 printed pages and 4 blank pages.

DC (CW/CGW) 66361/5
© UCLES 2013 [Turn over
 2

1 The IGCSE class is investigating pendulums. For

Examiner’s
The apparatus is shown in Figs. 1.1 and 1.2. Use

clamp clamp

bob

one complete
oscillation

Fig. 1.1 Fig. 1.2

(a) (i) On Fig. 1.1, measure the length l of the pendulum.

l = .................................................. [1]

(ii) The pendulum is drawn 1/10th of actual size.

Write the actual length of the pendulum in the first row of Table 1.1.

(b) A student displaces the pendulum bob slightly and releases it so that it swings.

Fig. 1.2 shows one complete oscillation of the pendulum bob.

The student uses a stopwatch to record the time t for 20 complete oscillations of the
pendulum. The reading is recorded in the table.

(i) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.

Record the value of T in Table 1.1.

(ii) Complete the column headings in the table.

Table 1.1

l / cm t/ T/
22.4
61.9 31.6 1.58
[3]

© UCLES 2013 0625/62/O/N/13

 3

(c) The student adjusts the length of the pendulum until its length l = 61.9 cm. He repeats For
the procedure in (b) and calculates T. The results are shown in Table 1.1. Examiner’s
Use

The student suggests that doubling the length l of the pendulum should double the
period T.

State whether the results support this suggestion and justify your answer by reference
to the results.

statement .........................................................................................................................

justification .......................................................................................................................

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

(d) The student repeats the procedure in (b) four more times with different lengths of the
pendulum.

The student plots a graph of l against T 2.

State two pieces of information from the graph that would indicate that l is directly
proportional to T 2.

1. ......................................................................................................................................

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

(e) The student uses another pendulum.

This pendulum has a mass that is double the mass of the first pendulum. Its length is
61.9 cm. The period T = 1.61 s.

Suggest a conclusion about the effect of doubling the mass of the pendulum.

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

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

[Total: 9]

© UCLES 2013 0625/62/O/N/13 [Turn over

 4

2 The IGCSE class is investigating the cooling of water. For

Examiner’s
A student cools some water by four different methods. Use

Experiment A (cooling with stirring)

(a) The student pours approximately 200 cm3 of hot water into a beaker.

She measures the temperature θ1. Fig. 2.1 shows the thermometer.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 2.1

Write down the temperature θ1 shown on the thermometer in Fig. 2.1.

θ1 = .................................................. [1]

(b) The student stirs the water for one minute. She then records the temperature θ2 of the
water.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 2.2

(i) Write down the temperature θ2 shown on the thermometer in Fig. 2.2.

θ2 = ......................................................

(ii) Calculate the temperature difference (θ1 – θ2).

(θ1 – θ2) = ......................................................

[1]

Experiment B (cooling with pouring)

(c) The student starts again with approximately 200 cm3 of hot water at the same initial
temperature θ1.

She carefully pours the water from the beaker into another beaker. She pours the water
back into the first beaker. She repeats this process four times.

She measures the temperature θ3 of the water. Fig. 2.3 shows this temperature.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 2.3

© UCLES 2013 0625/62/O/N/13

 5

(i) Write down the temperature θ3 shown on the thermometer in Fig. 2.3. For
Examiner’s
θ3 = ...................................................... Use

(ii) Calculate the temperature difference (θ1 – θ3).

(θ1 – θ3) = ......................................................

[1]

Experiment C (cooling with a lid) and Experiment D (cooling without a lid)

(d) The student pours approximately 200 cm3 of the hot water into each of two beakers. The
initial temperature of the water in each beaker is θ1.

She places a lid on one of the beakers. She allows both beakers to cool for 5 minutes.

At the end of the cooling period, she calculates the temperature differences.

11°C
temperature difference of C (with a lid) = ......................................................

31°C
temperature difference of D (without a lid) = ......................................................

Rank the experiments A, B, C and D in order, with the one that produced the greatest
temperature drop first.

greatest temperature drop 1. ....................................

2. ....................................

3. ....................................

smallest temperature drop 4. ....................................

[1]

(e) If this laboratory investigation is to be repeated many times to check the results, suggest
two conditions that should be kept constant in order to provide reliable results.

1. ......................................................................................................................................

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

(f) A student complains that the investigation is not a fair comparison.

Suggest one way in which the investigation could be more fair.

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

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

[Total: 7]

© UCLES 2013 0625/62/O/N/13 [Turn over

 6

3 The IGCSE class is investigating the resistance of a wire. For

Examiner’s
The circuit used is shown in Fig. 3.1. Use

power
supply

A
x

A B
C

resistance wire

Fig. 3.1

(a) A student places the sliding contact C on the resistance wire AB at a distance x from A,
where x = 0.200 m.

(i) He measures the current I in the wire. Fig. 3.2 shows the ammeter.

0.4 0.6
0.2 0.8
A
0 1.0

Fig. 3.2

Record the value of I.

I = .................................................. [1]

(ii) The student measures the potential difference V across the wire between A and C.
Fig. 3.3 shows the voltmeter.

1.0
0.6 0.8 1.2 1.4
0.4 1.6
0.2 1.8
0.0 V 2.0

Fig. 3.3

In the first row of Table 3.1 record the value of V.

© UCLES 2013 0625/62/O/N/13
 7

V
(iii) Calculate the resistance R of the section AC of the wire using the equation R = . For
I Examiner’s
Use
Record R in the first row of the table.

Table 3.1

x/m V /V R/Ω
0.200
0.350 0.80 2.67
0.500 1.00 3.33
0.650 1.25 4.17
0.800 1.60 5.33
[2]

(b) The student records the voltmeter readings using a range of x values. The readings are
shown in Table 3.1.

Plot a graph of R / Ω (y-axis) against x / m (x-axis).

[5]

© UCLES 2013 0625/62/O/N/13 [Turn over

 8

(c) Using your graph, determine the length l of the resistance wire necessary to make For
a resistor of resistance 1.20 Ω. Show clearly on your graph how you obtained the Examiner’s
necessary information. Use

l = .................................................. [1]

(d) Predict the resistance Z of 1.50 m of the resistance wire. Show your working.

Z = .................................................. [1]

[Total: 10]

© UCLES 2013 0625/62/O/N/13

 9

BLANK PAGE

© UCLES 2013 0625/62/O/N/13 [Turn over

 10

4 The IGCSE class is determining the focal length of a converging lens. For
Examiner’s
Fig. 4.1 shows the apparatus. Use

illuminated
object screen
u v
lens

Fig. 4.1

(a) (i) On Fig. 4.1, measure and record the distance u, in mm, between the illuminated
object and the lens.

u = ............................................... mm

(ii) Measure and record the distance v, in mm, from the centre of the lens to the image
on the screen.

v = ............................................... mm
[1]

(iii) Calculate the value of uv.

uv = ......................................................

(iv) Calculate the value of (u + v ).

(u + v ) = ......................................................
uv
(v) Calculate a value f1 for the focal length of the lens, using the equation f1 = .
(u + v )

f1 = ......................................................
[2]

(b) A student does not move the position of the screen or the illuminated object. She moves
the lens towards the screen until a smaller, sharply focused image of the object is seen
on the screen.

The new values of u and v are

42 mm
u = .......................................................

25 mm
v = .......................................................

(i) Calculate the value of uv.

uv = ......................................................

(ii) Calculate the value of (u + v ).

(u + v ) = ......................................................
© UCLES 2013 0625/62/O/N/13
 11

(iii) Calculate a second value f2 for the focal length of the lens, using the equation For
Examiner’s
uv Use
f2 = .
(u + v )
f2 = ......................................................
[1]

(c) A student suggests that f1 should be equal to f2.

State whether the results support this suggestion. Justify your answer by reference to
the results.

statement .........................................................................................................................

justification .......................................................................................................................

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

(d) State two precautions that you could take in this experiment to obtain reliable results.

1. ......................................................................................................................................

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

2. ......................................................................................................................................

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

(e) The illuminated object is triangular, as shown in Fig. 4.2.

Fig. 4.2

Sketch the image you would see on the screen.

[1]

[Total: 9]

© UCLES 2013 0625/62/O/N/13 [Turn over

 12

5 The IGCSE class is investigating pressure. For

Examiner’s
A student places a rectangular block on a sheet of paper on the bench and draws the outline. Use

Fig. 5.1 shows the outline.

Fig. 5.1

(a) (i) On Fig. 5.1, measure the length x of the block.

x = .................................................. [1]

(ii) On Fig. 5.1, measure the width y of the block.

y = .................................................. [1]

(b) Fig. 5.2 shows the block being weighed using a forcemeter.

(i) Using Fig. 5.2, write down the weight W of the block.

W = .................................................. [1]

© UCLES 2013 0625/62/O/N/13

 13

For
Examiner’s
Use

N
0

forcemeter

10

Fig. 5.2

(ii) Calculate the pressure P that the block exerts on the bench. Use the equation
W
P= where A is the area of the block in contact with the bench (A = xy ).
A

P = ......................................................
[1]

(c) The value calculated for P is slightly too small.

Suggest one practical source of inaccuracy that would account for this.

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

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

[Total: 5]

© UCLES 2013 0625/62/O/N/13

 14

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© UCLES 2013 0625/62/O/N/13

 15

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© UCLES 2013 0625/62/O/N/13

 16

BLANK PAGE

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.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2013 0625/62/O/N/13

 Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 0 1 8 5 4 4 7 8 1 1 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2014
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.

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

This document consists of 15 printed pages and 1 blank page.

DC (RW/SW) 82878/3
© UCLES 2014 [Turn over
 2

1 An IGCSE student is taking measurements of a sample of modelling clay. She has moulded the
sample of modelling clay into a cube, as shown in Fig. 1.1.

h
modelling clay

d
w

Fig. 1.1

(a) (i) On Fig. 1.2, measure the height h and width w of the piece of modelling clay.

Fig. 1.2

h = ................................................. cm

w = ................................................. cm

(ii) On Fig. 1.3, measure the depth d of the piece of modelling clay.

Fig. 1.3

d = ................................................. cm

(iii) Calculate the volume VA of the modelling clay using the equation VA = hwd.

VA = ............................................... cm3

© UCLES 2014 0625/62/O/N/14

 3

(iv) The mass m of the piece of modelling clay is shown in Fig. 1.4.

Calculate the density ρ of the modelling clay using the equation ρ = m .

VA

58.6 g

Fig. 1.4

ρ = ......................................................
[3]

(b) The student moulds the piece of modelling clay into a spherical shape.

Draw a diagram to show how you would use two rectangular blocks of wood and a rule to
measure the diameter of the sphere of modelling clay.

[1]

© UCLES 2014 0625/62/O/N/14 [Turn over

 4

(c) The student pours water into a measuring cylinder, as shown in Fig. 1.5.

cm3
100
90
80
70
60
50
40
water
30

20
10

Fig. 1.5

(i) Record the volume V1 of water shown in Fig. 1.5.

V1 = ..................................................[1]

(ii) On Fig. 1.5, show clearly the line of sight required to take the reading of V1. [1]

(d) The student uses a piece of string to lower the sample of modelling clay into the measuring
cylinder until it is completely covered with water. The new volume reading V2 is 84 cm3.

Calculate the volume VB of the modelling clay using the equation VB = (V2 – V1).

VB = ..................................................[1]

(e) The student suggests that the volume of the modelling clay should not change when the
shape is changed.

Assuming that the experiment has been carried out with care, suggest two reasons why the
values VA and VB may not be the same.

1. ...............................................................................................................................................

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

2. ...............................................................................................................................................

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

[Total: 9]

© UCLES 2014 0625/62/O/N/14

 5

BLANK PAGE

© UCLES 2014 0625/62/O/N/14 [Turn over

 6

2 The IGCSE class is investigating the cooling of hot water as cold water is added.

The apparatus is shown in Fig. 2.1.

clamp stand

thermometer

water

Fig. 2.1

(a) Record room temperature θR as shown on the thermometer in Fig. 2.2.

–10 0 10 20 30 40 50 60 70 80 90 100 110 °C

Fig. 2.2

θR = ................................................. [1]

© UCLES 2014 0625/62/O/N/14

 7

(b) A student pours approximately 150 cm3 of hot water into a beaker. She measures the
temperature θ of the water in the beaker.

She adds a volume V = 10 cm3 of water at room temperature to the hot water in the beaker
and stirs it briefly. She measures the temperature of the water in the beaker.

She adds a total of 50 cm3 of cold water, 10 cm3 at a time, stirring and measuring the
temperature each time. The readings are shown in Table 2.1.

Table 2.1

V/ θ/
0 82
75

69

65

61

58

(i) The total volume of cold water added is V.

In Table 2.1, complete the volume V column.

(ii) Complete the column headings in the table.

[2]

(c) Suggest one way you could reduce the loss of thermal energy to the surroundings during the
experiment.

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

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

© UCLES 2014 0625/62/O/N/14 [Turn over

 8

(d) The student has a drinks cup, held above a measuring cylinder, as shown in Fig. 2.3. The cup
has a small hole in its base.

cup

250 cm3

200

150
measuring cylinder
100

50

Fig. 2.3

She pours water into the cup until it is about two-thirds full. She measures the time t1 taken for
50 cm3 of water to fall into the measuring cylinder. The stopwatch reading is shown in Fig. 2.4.

Fig. 2.4

After setting the stopwatch to zero, she measures the time t2 taken for the next 50 cm3 of
water to fall into the measuring cylinder. The stopwatch reading is shown in Fig. 2.5.

Fig. 2.5

© UCLES 2014 0625/62/O/N/14

 9

(i) Calculate the average rate of flow of water R1 for the first 50 cm3, using the equation
k
R1 = , where k = 50 cm3.
t1

R1 = ......................................................

(ii) Calculate the average rate of flow of water R2 for the next 50 cm3, using the equation
k
R2 = , where k = 50 cm3.
t2

R2 = ......................................................
[2]

(e) A student suggests that the experiment described in part (b) would be improved by having a
steady flow of cold water added to the hot water.

Suggest one possible disadvantage of using the method described in part (d) to produce
such a flow of water.

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

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

(f) The experiment described in part (b) could be repeated to check the results.

Suggest two conditions that should be kept constant in order to provide a reliable check.

1. ...............................................................................................................................................

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

[Total: 9]

© UCLES 2014 0625/62/O/N/14 [Turn over

 10

3 The IGCSE class is investigating the resistance of a wire.

Fig. 3.1 shows the circuit used.

power supply

P l Q

metre rule
resistance wire

Fig. 3.1

(a) A student measures the current I in the circuit and the p.d. V across a length l = 0.250 m of
the wire PQ.

He repeats the readings using a range of different lengths of the wire. The readings are shown
in Table 3.1.

Table 3.1

l/ V/ I/ R/
0.250 0.50 0.33

0.350 0.69 0.36

0.450 0.90 0.32

0.550 1.11 0.34

0.650 1.32 0.35

0.750 1.50 0.33

(i) Calculate the resistance R of each length l of wire using the equation R = V. Record the
values of R in the table. I

(ii) Complete the heading for each column of the table.

[1]

© UCLES 2014 0625/62/O/N/14

 11

(b) Plot a graph of R / Ω (y-axis) against l / m (x-axis).

[4]

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

G = ................................................. [2]

(d) Predict the value of the resistance R1 of 1.00 m of the resistance wire connected between P
and Q. Give your answer to a number of significant figures that is suitable for this experiment.

R1 = ................................................. [2]
[Total: 9]

© UCLES 2014 0625/62/O/N/14 [Turn over

 12

4 The IGCSE class is investigating refraction of light through a transparent block.

Fig. 4.1 shows a student’s ray-trace sheet.

30°

A B

D C

eye
ray-trace sheet

Fig. 4.1

© UCLES 2014 0625/62/O/N/14

 13

(a) (i) On Fig. 4.1, label the point F at which the incident ray crosses the normal NM. Label the
other end of the ray E.

(ii) On Fig. 4.1, draw a refracted ray from F, at an angle of refraction r = 20°, to meet side CD
of the block. Label the point G at which this ray meets side CD of the block.
[1]

(b) Predict and draw on Fig. 4.1 the line of the ray that emerges from the block at point G. Label
the end of your line H. [2]

(c) To obtain the correct positions for the emergent ray in this experiment, the student places two
pins P1 and P2 on line EF. He observes the images of P1 and P2 through side CD of the block
so that the images of P1 and P2 appear one behind the other.

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, appear one behind the other.

(i) On Fig. 4.1, mark the positions of the pins P3 and P4 at a suitable distance apart for this
experiment. [1]

(ii) State two precautions that you should take in this experiment to obtain reliable results.

1. ........................................................................................................................................

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

2. ........................................................................................................................................

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

© UCLES 2014 0625/62/O/N/14 [Turn over

 14

(d) The student repeats the experiment with the block turned through 90°, as shown in Fig. 4.2.
He measures the angle of refraction r.
22°
r = ..................................................... .

N
30°

A B

D C

eye
ray-trace sheet

Fig. 4.2

He suggests that the value of r should be the same in both experiments because the material
of the block has not changed.

State whether the results support this suggestion. Justify your answer by reference to the
results.

statement ..................................................................................................................................

justification ................................................................................................................................

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

[Total: 7]

© UCLES 2014 0625/62/O/N/14

 15

5 The IGCSE class is investigating the current in copper wires.

Each student has a selection of wires and a range of apparatus that could be used, listed below.

30 cm ruler
ammeter
electrical leads
electromagnet
electronic balance
lamp
metre rule
12 V fixed-voltage power supply
switch
tape measure
variable resistor (rheostat)
voltmeter

(a) From the list, choose the most suitable device to measure the length of approximately 20 m of
copper wire.

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

(b) (i) Draw a circuit diagram to show the circuit that you would set up to measure the current in
a sample of copper wire. The current is to be measured for a range of potential differences
that must also be measured. Draw the symbol for a resistor to represent the sample of
copper wire.

[3]

(ii) A student replaces the copper wire with a lamp. She switches on the circuit but the lamp
does not glow.

Suggest how she can check that the lamp filament is not broken by using the circuit, and
without removing the lamp.

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

.......................................................................................................................................[1]
© UCLES 2014 0625/62/O/N/14 [Turn over
 16

(iii) State whether a 0 – 300 V voltmeter is suitable for measuring a potential difference in the
circuit you have drawn in part (b)(i). Give a reason for your answer.

statement ..........................................................................................................................

reason ...............................................................................................................................

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

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

[Total: 6]

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.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2014 0625/62/O/N/14

 Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 7 0 0 2 0 3 2 5 2 2 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2015
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.

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

This document consists of 14 printed pages and 2 blank pages.

DC (CW/SW) 96029/2
© UCLES 2015 [Turn over
 2

1 The class is investigating the masses of two loads, P and Q.

Fig. 1.1 shows the apparatus.

P Q metre rule

pivot bench

Fig. 1.1

(a) A student places the metre rule on the pivot at the 50.0 cm mark.

He places the load P on the metre rule. He then places the load Q on the metre rule and
adjusts its position so that the metre rule is as near as possible to being balanced.

(i) On Fig. 1.1, measure the distance x from the centre of load P to the pivot.

x = ...............................................................

(ii) On Fig. 1.1, measure the distance y from the pivot to the centre of load Q.

y = ...............................................................
[1]

(iii) Fig. 1.1 is drawn 1/10th full size.

Calculate the actual distance a from the centre of load P to the pivot. Calculate the actual
distance b from the pivot to the centre of load Q. Write the results in Table 1.1. [1]

Table 1.1

a / cm b / cm

35.0 17.6
30.0 14.8
25.0 12.7
20.0 10.1

© UCLES 2015 0625/62/O/N/15

 3

(b) The student repeats the procedure using different positions of P. His readings are shown in
the table.

Plot a graph of b / cm (y-axis) against a / cm (x-axis).

[4]

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

G = ...........................................................[2]

(d) The gradient G is the ratio of the masses of the two loads P and Q.

Suggest a suitable value for the mass of P in this experiment. Use this, and your value for G,
to determine an estimate for the mass of Q.

estimated mass of P = ...............................................................

estimated mass of Q = ...............................................................

[2]
[Total: 10]
© UCLES 2015 0625/62/O/N/15 [Turn over
 4

2 The class is investigating the cooling of a thermometer bulb.

Figs. 2.1 and 2.2 show the apparatus.

thermometer thermometer

stand

water beaker

Fig. 2.1 Fig. 2.2

(a) In the space in Table 2.1, record the temperature θ1 of the hot water as shown on the
thermometer in Fig. 2.3.

[1]
Fig. 2.3

© UCLES 2015 0625/62/O/N/15

 5

(b) A student removes the thermometer from the beaker of hot water, as shown in Fig. 2.2. She
immediately starts a stopclock, and records the temperature θ1 every 10 s for 1 minute. The
temperature readings are shown in Table 2.1.

Table 2.1

t/ θ1 / θ2 /
0 33
72 30
65 28
59 27
53 26
48 26
43 25

She then adds 100 cm3 of cold water to the water in the beaker and repeats the procedure.
She records the temperature readings in the θ2 column of the table.

(i) Complete the column headings in the table.

(ii) Record the time readings in the table.

[2]

(c) (i) Using the readings in the θ1 column of the table, calculate the decrease in temperature
Δθ1 in 60 s.

Δθ1 = ...............................................................

(ii) Using the readings in the θ2 column of the table, calculate the decrease in temperature
Δθ2 in 60 s.

Δθ2 = ...............................................................

(iii) State the reason why Δθ2 is less than Δθ1.

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

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

(d) State a precaution that you would take when reading the thermometer scale in order to obtain
reliable readings.

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

© UCLES 2015 0625/62/O/N/15 [Turn over

 6

(e) Suggest one reason why other students, carrying out this experiment with care, might obtain
values of Δθ1 and Δθ2 different from the values in part (c).

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

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

[Total: 7]

© UCLES 2015 0625/62/O/N/15

 7

3 The class is investigating the combined resistance of resistors in series and parallel arrangements.

The circuit is shown in Fig. 3.1.

power supply
A

A B Y C
X

Fig. 3.1

(a) (i) Record the potential difference V1 across the resistors and the current I1 in the circuit, as
shown in Figs. 3.2 and 3.3.

1 2

0 3
V

Fig. 3.2

V1 = ...............................................................

0.4 0.6
0.2 0.8
0 1.0
A

Fig. 3.3

I1 = ...............................................................
[2]

© UCLES 2015 0625/62/O/N/15 [Turn over

 8

V1
(ii) Calculate the combined resistance R1 of the resistors using the equation R1 = .
I1

R1 = ...........................................................[1]

(b) A student rearranges the circuit shown in Fig. 3.1. He follows these instructions:

• Disconnect resistors A and B.

• Connect together the resistors A and B in parallel.

• Connect one side of this parallel combination to the resistor C at the point labelled Y in
Fig. 3.1.

• Connect the other side of the parallel combination to the point labelled X in Fig. 3.1.

• Do not make any other changes to the circuit.

On Fig. 3.4, complete the diagram of this new circuit using standard circuit symbols.

power supply
A

Fig. 3.4
[2]

© UCLES 2015 0625/62/O/N/15

 9

(c) Using the new circuit, a student measures the potential difference V2 across the three
resistors and the current I2 in the circuit.

V2 = ................................................................
2.1 V

I2 = ................................................................
0.69 A

V2
(i) Calculate the combined resistance R2 of the resistors using the equation R2 = .
I2

R2 = ...............................................................
R1
(ii) Calculate the ratio .
R2

R1
= ...............................................................
R2
[2]

(d) R1 should equal 2 × R2 when all three resistors are identical.

State whether the results indicate that the resistors are identical. Justify your answer by
reference to the results.

statement ..................................................................................................................................

justification ................................................................................................................................

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

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

[Total: 9]

© UCLES 2015 0625/62/O/N/15 [Turn over

 10

4 The class is investigating reflection using a plane mirror.

Fig. 4.1 shows a student’s ray-trace sheet.

M R

P3

P4

ray-trace eye
sheet

Fig. 4.1

(a) The student draws the line MR to mark the position of a plane mirror.

(i) On Fig. 4.1, 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 A.

(ii) Draw a line 8.0 cm long from A at an angle of incidence i = 30 ° to the normal, below MR
and to the left of the normal. Label the end of this line B.
[3]

© UCLES 2015 0625/62/O/N/15

 11

(b) The student places a pin P1 at point B. She places a second pin P2 on line AB.

Label a position X on line AB to show a suitable position for pin P2. [1]

(c) She views the images of pins P1 and P2 from the direction indicated by the eye in Fig. 4.1.
She places two pins P3 and P4, some distance apart, 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 shown in
Fig. 4.1.

(i) Draw the line joining the positions of P3 and P4. Extend the line until it meets NL.

(ii) Measure the angle r between NL and the line joining the positions of P3 and P4.

r = ...............................................................
[2]

(d) State two precautions that you would take with the pins in this experiment in order to obtain
reliable readings.

1. ...............................................................................................................................................

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

2. . ..............................................................................................................................................

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

© UCLES 2015 0625/62/O/N/15 [Turn over

 12

(e) The student turns the ray-trace sheet through 180 °. She draws a line AC at an angle of
incidence i = 30 ° to the normal, below MR and to the right of the normal.

She repeats the procedure described in parts (b) and (c). Her ray-trace is shown in Fig. 4.2.

R A M

reflecting
surface

C
N

ray-trace
sheet

eye

Fig. 4.2

She carried out the experiment very carefully. She expected that the results would show all
the incident rays and reflected rays meeting at point A.

Suggest a practical reason why the lines may not meet exactly at point A.

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

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

[Total: 9]
© UCLES 2015 0625/62/O/N/15
 13

5 The class is investigating the motion of a small steel ball when it is dropped on to a tray full of
sand. Fig. 5.1 shows the apparatus.

steel ball

sand

Fig. 5.1

(a) A student is measuring the time it takes for the steel ball to fall through 2.00 m on to the sand.
He uses a stopwatch.

Suggest a cause of inaccuracy in the timing.

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

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

(b) When the steel ball falls into the sand it creates a circular hole.

Suggest how you would measure the diameter of the hole as reliably as possible. Name the
measuring device that you would use. You may draw a diagram.

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

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

...............................................................................................................................................[2]
© UCLES 2015 0625/62/O/N/15 [Turn over
 14

(c) The student suggests that the diameter of the hole depends on the height from which the ball
is dropped, because this affects the speed.

Suggest two other variables on which the size of the hole may depend.

1. ...............................................................................................................................................

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

[Total: 5]

© UCLES 2015 0625/62/O/N/15

 15

BLANK PAGE

© UCLES 2015 0625/62/O/N/15

 16

BLANK PAGE

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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2015 0625/62/O/N/15

 Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 8 8 2 0 3 4 6 5 0 0 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2016
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.

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

This document consists of 12 printed pages.

DC (NH/JG) 115585/3
© UCLES 2016 [Turn over
 2

1 A student is determining the weight of a load using a balancing method.

Fig. 1.1 shows the apparatus. It is not drawn to scale.

metre rule
P Q
x y

pivot bench

Fig. 1.1 (not to scale)

(a) The student places the metre rule on the pivot and adjusts its position so that the metre rule
is as near as possible to being balanced. He records the scale reading of the metre rule at the
point where the rule balances on the pivot.

50.2 cm
scale reading = ...............................................................

He places a 2.00 N load P on the metre rule so that its centre is exactly at the 20.0 cm mark
on the rule.

(i) Use this information to determine the distance x.

x = .....................................................cm [1]

(ii) Explain how you would ensure that the centre of the load P is exactly at the 20.0 cm mark
on the rule. You may draw a diagram.

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

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

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

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

© UCLES 2016 0625/62/O/N/16

 3

(b) The student places a load Q on the metre rule and adjusts its position so that the metre rule
is as near as possible to being balanced.

He measures the distance y between the centre of load Q and the pivot.

15.3 cm
y = ................................................................
kx
Calculate the weight W of load Q using the equation W = , where k = 2.00 N.
y

W = ...........................................................[1]

(c) The student repeats the procedure using a different, suitably chosen, distance x.

Suggest a suitable distance x.

x = .....................................................cm [1]

(d) The student calculates a new value of W.

4.04 N
W = ...............................................................

Suggest two reasons why the values determined for W may not be the same.

1. ...............................................................................................................................................

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

(e) Calculate the average WAV of the values for W, the weight of load Q. Give your answer to a
suitable number of significant figures for this experiment.

WAV = ....................................................... N [2]

[Total: 9]

© UCLES 2016 0625/62/O/N/16 [Turn over

 4

2 A student is investigating the resistance of a resistor.

The circuit is shown in Fig. 2.1. AB and CD are lengths of resistance wire.

R power supply

A
V

A B
wandering
lead

D C

Fig. 2.1

(a) The student connects the wandering lead to point B in the circuit. The readings of potential
difference V1 and current I1 are shown in Figs. 2.2 and 2.3.

3 4 5 6 7
2 8
1 9
0 10
V

Fig. 2.2

0.4 0.6
0.2 0.8
0 1.0
A

Fig. 2.3

(i) Record the readings shown on the meters.

V1 = ...............................................................

I1 = ...............................................................
[2]

© UCLES 2016 0625/62/O/N/16

 5

V1
(ii) Calculate the resistance R of the resistor R using the equation R = .
I1

R = ...........................................................[1]

(b) The student connects the wandering lead to point D in the circuit and repeats the readings.

She connects points A and D together. She connects the wandering lead to point B and
repeats the readings.

Finally, she connects the wandering lead to point A and repeats the readings.

The new values for the resistance R of resistor R that she obtains are:

4.96 Ω, 5.12 Ω, 4.89 Ω

R = ...............................................................

A student suggests that the resistance R should be constant throughout the experiment.

State whether the results agree with this suggestion. Justify your answer by reference to the
results.

statement ..................................................................................................................................

justification ................................................................................................................................

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

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

(c) (i) Name a component that could be used to control the current in the circuit, in place of the
wires AB and CD.

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

(ii) In the space below, draw the circuit with this component in place of the wires AB and CD.
Show one end of the component connected at A and the wandering lead connected to
the other end of the component.

[2]

[Total: 8]
© UCLES 2016 0625/62/O/N/16 [Turn over
 6

3 (a) A student hangs a mass on a spring and observes it as it oscillates up and down.

The student wants to find the factors that affect the time taken for one complete oscillation.
She finds that increasing the mass increases the time.

Suggest two other variables that the student could investigate.

1. ...............................................................................................................................................

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

(b) Another student is investigating the oscillations of the pendulum shown in Fig. 3.1.

e l

mass m

Fig. 3.1

The variables are

• the length l of the pendulum

• the mass m of the pendulum bob

• the amplitude θ of the swing.

The time taken for one complete oscillation is called the period T.

She carries out three experiments. Each experiment investigates the effect on the period T of
changing one variable.

© UCLES 2016 0625/62/O/N/16

 7

Her results are shown in Tables 3.1, 3.2 and 3.3.

Table 3.1 Table 3.2 Table 3.3

l /m T/s m/g T/s θ/° T/s

0.200 0.89 50 1.40 4 2.00
0.400 1.25 60 1.42 6 1.98
0.600 1.54 70 1.39 8 2.06
0.800 1.78 80 1.41 10 2.02
1.000 1.99 90 1.38 12 1.97

(i) Study the results tables and use words from this list to complete the sentences.

increases

decreases

has no effect on

is proportional to

• An increase in length l ........................................................ the period T.

• An increase in mass m ........................................................ the period T.

• An increase in amplitude θ ........................................................ the period T.

[3]

(ii) Suggest a precaution you would take in this pendulum experiment to obtain T values that
are as reliable as possible.

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

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

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

[Total: 6]

© UCLES 2016 0625/62/O/N/16 [Turn over

 8

4 A student is investigating whether using a lid reduces the time taken to heat a beaker of water to
boiling point.

The student has the following apparatus available:

thermometer
250 cm3 glass beaker
250 cm3 measuring cylinder
heatproof mat
lid to fit the beaker
clamp, boss and stand.

Plan an experiment to investigate whether using a lid reduces the heating time.

You should

• list the additional apparatus that you would require

• explain briefly how you would carry out the investigation

• state the key variables that you would control

• draw a table, 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.

A diagram is not required but you may draw a diagram if it helps your explanation.

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

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

© UCLES 2016 0625/62/O/N/16

 9

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

......................................................................................................................................................[7]

[Total: 7]
© UCLES 2016 0625/62/O/N/16 [Turn over
 10

5 A student is investigating reflection using a plane mirror.

Fig. 5.1 shows the student’s ray-trace sheet.

A
M R

20°

C
X Y

eye

Fig. 5.1

(a) The line MR marks the position of the mirror. The student draws another line XY parallel to
line MR. He draws a line from A at an angle of incidence i = 20°. He labels the end of this line
B. The student places a pin P1 at point B. He places a pin P2 on line AB at a suitable distance
from pin P1 to produce a ray trace.

(i) On Fig. 5.1, measure the length l of line AB.

l = ...........................................................[1]

(ii) On Fig. 5.1, mark with a cross (x) a suitable position for pin P2. [1]

© UCLES 2016 0625/62/O/N/16

 11

(b) The student views the images of pins P1 and P2 from the direction indicated by the eye in
Fig. 5.1. He places two pins P3 and P4, a suitable distance apart, so that pins P3 and P4, and
the images of P2 and P1, all appear exactly one behind the other.

He draws a line joining the positions of P3 and P4. He labels the point at which this line
crosses XY with the letter D. He measures the distance d between C and D.

He repeats the procedure using i values of 0°, 30°, 40°, 50° and 60°. The readings are shown
in Table 5.1.

Table 5.1

i/° d / cm
0 0.0
20 1.8
30 2.9
40 4.2
50 6.0
60 8.7

Plot a graph of d / cm (y-axis) against i / ° (x-axis).

[4]

© UCLES 2016 0625/62/O/N/16 [Turn over

 12

(c) A student suggests that i should be directly proportional to d.

State whether the graph supports this suggestion. Justify your answer by reference to the
graph.

statement ..................................................................................................................................

justification ................................................................................................................................

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

(d) Suggest two practical difficulties in obtaining accurate readings in this experiment.

1. ...............................................................................................................................................

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

2. ...............................................................................................................................................

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

[Total: 10]

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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2016 0625/62/O/N/16

 Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 2 3 2 9 4 0 3 7 7 7 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2017
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.

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

This document consists of 12 printed pages.

DC (ST/FC) 134120/4
© UCLES 2017 [Turn over
 2

1 A student is comparing the oscillations of two pendulums. Fig. 1.1 shows the first pendulum.

clamp

bob

Fig. 1.1

(a) (i) On Fig. 1.1, measure the distance d, from the bottom of the clamp to the bottom of the
bob.

d = ..................................................... cm [1]

(ii) Fig. 1.1 is drawn 1/10th actual size. Calculate the actual distance D from the bottom of
the clamp to the bottom of the bob.

D = ..................................................... cm [1]

(iii) Explain briefly how to use a set-square to avoid a parallax (line-of-sight) error when
measuring the length of this pendulum. You may draw a diagram.

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

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

© UCLES 2017 0625/62/O/N/17

 3

(b) The student displaces the bob slightly and releases it so that it swings. She measures the
time t for 20 complete oscillations. The time t is shown on the stopwatch in Fig. 1.2.

Fig. 1.2

(i) Write down the time t shown in Fig. 1.2.

t = ...........................................................[1]

(ii) Calculate the period T1 of the pendulum. The period is the time for one complete
oscillation.

T1 = ...........................................................[2]

© UCLES 2017 0625/62/O/N/17 [Turn over

 4

(c) The student repeats the procedure using another pendulum as shown in Fig. 1.3. This has
a long, thin pendulum bob. The distance D from the bottom of the clamp to the bottom of the
pendulum bob is the same as for the first pendulum.

clamp

bob

Fig. 1.3

She determines the period T2 of this pendulum.

1.37 s
T2 = ...............................................................

In this experiment, both pendulum bobs have the same mass. A student suggests that since
both pendulums have the same overall length D and mass, the periods T1 and T2 should be
equal. State whether the results support this suggestion. Justify your answer by reference to
the results.

statement ..................................................................................................................................

justification ................................................................................................................................

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

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

© UCLES 2017 0625/62/O/N/17

 5

(d) The period T of a pendulum can be determined by measuring the time t for 20 complete
oscillations and then calculating the period. Some students are asked to explain the reason
for this method being more accurate than measuring the time taken for a single oscillation.

Tick the box next to the sentence that gives the best explanation.

The method eliminates errors from the measurements.

The method is more accurate because the experiment is repeated.

The method includes more readings so there is less chance for errors.

The method reduces the effect of errors when starting and stopping the stopwatch.
[1]

(e) A student plans to carry out more pendulum experiments. He considers possible variables
and precautions to improve accuracy.

In the following list, mark the possible variables with the letter V and the precautions with the
letter P.

amplitude of swing

length of pendulum

mass of pendulum bob

shape of pendulum bob

use of a reference point to aid counting

viewing the rule at right-angles when measuring the length

[2]

[Total: 11]

© UCLES 2017 0625/62/O/N/17 [Turn over

 6

2 A student is investigating the cooling of water.

(a) The thermometer in Fig. 2.1 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. 2.1

θR = ..................................................... ºC [1]

(b) The student pours 50 cm3 of hot water into a beaker.

He measures the temperature θH of the hot water.

86 °C
θH = ...............................................................

He adds 50 cm3 of cold water to the beaker. He stirs the water briefly.

He measures the new temperature θM of the water in the beaker.

52 °C
θM = ...............................................................

Calculate the temperature fall θF using the equation θF = (θH − θM).

θF = ...............................................................
[1]

(c) He repeats the procedure in (b) using 100 cm3 of hot water and 100 cm3 of cold water.
84 °C
θH = ...............................................................

54 °C
θM = ...............................................................

Calculate the temperature fall θF using the equation θF = (θH − θM).

θF = ...........................................................[1]

(d) Suggest one reason for stirring the water before reading θM.

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

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

(e) A student states that the temperature fall θF should be the same each time because the
proportions of hot and cold water are the same.

Suggest one reason why θF could be significantly different in (b) and (c).

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

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

...............................................................................................................................................[1]
© UCLES 2017 0625/62/O/N/17
 7

(f) Suggest an improvement to the apparatus to make it more likely that θF would be the same
each time.

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

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

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

(g) Suggest a condition, not included in your answer to (f), that you would control to make it more
likely that θF would be the same each time.

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

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

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

(h) The student uses a measuring cylinder to measure the volume of water he uses. Draw a
measuring cylinder about half-full of water. Show clearly on your diagram the line-of-sight
required for obtaining a correct reading for the volume of water.

[3]

[Total: 10]

© UCLES 2017 0625/62/O/N/17 [Turn over

 8

3 A student is determining the focal length f of a lens.

Fig. 3.1 shows the apparatus used.

illuminated
object
u v screen
lens

Fig. 3.1

(a) • The student places the screen about 100 cm from the illuminated object.
• She places the lens between the object and the screen so that the centre of the lens is at
a distance u = 20.0 cm from the object.
• She adjusts the position of the screen until a clearly focused image is formed on the
screen.
• She measures the distance v between the centre of the lens and the screen.
• She repeats the procedure using values for u of 22.0 cm, 25.0 cm, 30.0 cm and 35.0 cm.
• The readings are shown in Table 3.1.

Table 3.1

u / cm v / cm
20.0 60.0
22.0 47.1
25.0 37.5
30.0 29.8
35.0 26.3

© UCLES 2017 0625/62/O/N/17

 9

Plot a graph of v / cm (y-axis) against u / cm (x-axis). You do not need to start your axes at the
origin (0, 0). Draw the best-fit curve.

[4]

(b) (i) • Mark, with a cross, the point on the graph grid where u = 25.0 cm and v = 25.0 cm.
• Mark with a cross, the point on the graph grid where u = 35.0 cm and v = 35.0 cm.
• Join these two points with a straight line. [1]

(ii) • Record u1, the value of u at the point where the straight line crosses your graph line.

u1 = .......................................................... cm

• Record v1, the value of v at the point where the straight line crosses your graph line.

v1 = .......................................................... cm
[1]
(u1 + v1)
(iii) Calculate the focal length f of the lens using the equation f = .
4

f = .......................................................... cm
[2]

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 10

(c) Suggest two differences that you would expect to see between the appearance of the
illuminated object and the image on the screen.

1. ...............................................................................................................................................

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

(d) Suggest two precautions that you would take in order to obtain reliable readings in this
experiment.

1. ...............................................................................................................................................

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

[Total: 12]

© UCLES 2017 0625/62/O/N/17

 11

4 A student has a selection of rubber bands of different widths. He is investigating the extension
produced by adding loads. Fig. 4.1 shows the set-up used.

boss clamp

stand
rubber band

bench
hook

Fig. 4.1

In addition to the apparatus shown in Fig. 4.1, the following apparatus is available to the student:

A metre rule
A selection of different rubber bands
A selection of loads.

Plan an experiment to investigate how strips of rubber of different widths stretch when loaded.

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.

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

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

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

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

© UCLES 2017 0625/62/O/N/17 [Turn over

 12

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

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

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

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

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

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

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

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

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

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

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

......................................................................................................................................................[7]

[Total: 7]

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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2017 0625/62/O/N/17

 Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 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
© UCLES 2018 [Turn over
 2

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.

© UCLES 2018 0625/62/O/N/18

 3

Table 1.1

L/ l/ e/

0.00 0

0.20 31

0.40 40

0.60 46

0.80 55

1.00 63

[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.

G = .......................................................... [2]
© UCLES 2018 0625/62/O/N/18 [Turn over
 4

(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.

k = .............................................. N / mm [1]

[Total: 11]

© UCLES 2018 0625/62/O/N/18

 5

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 4 5 6 0.4 0.60.4 0.6

3 4 3 7 7
2 2 8 8 0.2 0.2 0.8 0.8
1 1 9 9
0 0 10 10 0 0 1.0 1.0
V V A A

Fig. 2.2 Fig. 2.3

VT = ............................................................... IT = ...............................................................
[2]

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

PT = ........................................................... [1]

© UCLES 2018 0625/62/O/N/18 [Turn over

 6

(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.

PX = ................................................................

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.

statement ..........................................................................................................................

explanation ........................................................................................................................

...........................................................................................................................................
[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.

statement ..................................................................................................................................

reason .......................................................................................................................................

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

© UCLES 2018 0625/62/O/N/18

 7

(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.

[3]

[Total: 11]

© UCLES 2018 0625/62/O/N/18 [Turn over

 8

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.

A B

D C

P3

P4

eye

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]

© UCLES 2018 0625/62/O/N/18

 9

(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.

a = ........................................................... [1]

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

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

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

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.

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

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

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

(e) State one precaution that you would take in this experiment to obtain accurate results.

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

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

[Total: 11]
© UCLES 2018 0625/62/O/N/18 [Turn over
 10

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

© UCLES 2018 0625/62/O/N/18

 11

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

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

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

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

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

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

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

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

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

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

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

..................................................................................................................................................... [7]

[Total: 7]

© UCLES 2018 0625/62/O/N/18

 12

BLANK PAGE

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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2018 0625/62/O/N/18

 Cambridge Assessment International Education
Cambridge International General Certificate of Secondary Education
* 9 7 8 3 9 0 1 8 0 4 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2019
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 regulated 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 (JC/SG) 176069/4
© UCLES 2019 [Turn over
 2

1 A student investigates a pendulum. Fig. 1.1 and Fig. 1.2 show some of the apparatus used.

clamp
clamp

bob

one complete
oscillation

Fig. 1.1 Fig. 1.2

(a) The student adjusts the length of the pendulum until the distance d, measured to the centre of
the bob, is 50.0 cm. State one precaution that you would take to obtain the length of 50.0 cm
as accurately as possible.

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

............................................................................................................................................. [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.

(i) He measures the time t for 20 complete oscillations. The time t is shown on the stopwatch
in Fig. 1.3.

min seconds 1 s
100
00: 27. 60

Fig. 1.3

In the first row of Table 1.1, record the time t shown in Fig. 1.3. [1]

(ii) Calculate, and record in Table 1.1, the period T of the pendulum. The period is the time
for one complete oscillation. [1]

(iii) Calculate T 2. Record its value in Table 1.1. [1]

© UCLES 2019 0625/62/O/N/19

 3

(c) The student repeats the procedure in (b) using d = 60.0 cm, 70.0 cm, 80.0 cm and 100.0 cm.
The readings are shown in Table 1.1.

Table 1.1

d / cm t/s T/s T 2 / s2

50.0

60.0 30.00 1.50 2.25

70.0 33.20 1.66 2.76

80.0 35.80 1.79 3.20

100.0 39.80 1.99 3.96

Plot a graph of T 2 / s2 (y-axis) against d / cm (x-axis). You do not need to start your axes at the
origin (0,0).

[4]

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

G = ........................................................ [2]
© UCLES 2019 0625/62/O/N/19 [Turn over
 4

(e) Calculate the acceleration of free fall g in m / s2 using the equation g = 0.395 , where G is your
gradient from (d). G

Write down the value of g to a suitable number of significant figures for this experiment.

g = .................................................m / s2 [2]

[Total: 12]

© UCLES 2019 0625/62/O/N/19

 5

2 A student determines the resistance of a resistance wire.

She uses the circuit shown in Fig. 2.1.

power supply

resistance wire
l
P
sliding
contact C
V

Fig. 2.1

(a) She measures the current I in the circuit. Write down the current reading shown in Fig. 2.2.

I = ......................................................... [2]

0.4 0.6
0.2 0.8
0 1.0
A

Fig. 2.2

© UCLES 2019 0625/62/O/N/19 [Turn over

 6

(b) She places the sliding contact C at a distance l = 20.0 cm from P.

She records the potential difference V across the length l of the resistance wire.

She repeats the procedure using l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.

The readings are shown in Table 2.1.

Table 2.1

l / cm V/ R/

20.0 0.60

40.0 1.10 1.96

60.0 1.71 3.05

80.0 2.30 4.11

100.0 2.78 4.96

(i) Calculate, and record in Table 2.1, the resistance R of 20.0 cm of the resistance wire.
Use the equation R = V .
I

[2]

(ii) Complete the column headings in Table 2.1. [1]

© UCLES 2019 0625/62/O/N/19

 7

(c) Look carefully at the values of l and R in Table 2.1.

(i) Tick one box to show your conclusion from the results.

R is constant within the limits of experimental accuracy.

R is directly proportional to l within the limits of experimental accuracy.

R decreases as l increases.

There is no simple relationship between R and l.

[1]

(ii) Justify your conclusion by reference to the results.

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

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

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

(d) (i) Use the values in Table 2.1 to estimate the potential difference Ve across 50.0 cm of the
resistance wire.

Ve = ......................................................... [1]
Ve
(ii) Calculate the resistance of 50.0 cm of the resistance wire using the equation R = .
I
Use the value of current I from part (a). Give your answer to a suitable number of
significant figures for this experiment and include the unit.

R = ......................................................... [2]

(e) In this type of experiment, it is sensible to keep the temperature of the resistance wire as
close to room temperature as possible. Suggest one simple way to minimise the rise in
temperature of the resistance wire.

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

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

[Total: 11]

© UCLES 2019 0625/62/O/N/19 [Turn over

 8

3 A student determines the focal length f of a lens.

Fig. 3.1 shows the set-up.

illuminated d
object u v screen

lens
bench

Fig. 3.1

(a) • He places the screen at a fixed distance from the illuminated object.

• He places the lens between the object and the screen so that the lens is very close to
the screen.

• He moves the lens slowly away from the screen until a clearly focused image is formed
on the screen.

• He measures the distance u between the object and the centre of the lens and the
distance v between the centre of the lens and the screen. The readings are shown in
Table 3.1.

(i) On Fig. 3.1, measure the distance d between the illuminated object and the screen.

d = ......................................................... [1]

(ii) Fig. 3.1 is drawn 1 / 10th actual size. Calculate the actual distance D between the
illuminated object and the screen.

D = ......................................................... [1]

(b) Calculate, and record in Table 3.1, the focal length f of the lens using the equation f = uv . [1]
D
(c) • The student keeps the screen at the same fixed distance D from the illuminated object.

• He moves the lens slowly away from the screen. The image goes out of focus.

• He continues to move the lens slowly away from the screen until another clearly focused
image is formed on the screen.

• He records the new readings of u and v in Table 3.1.

(i) Calculate, and record in Table 3.1 the new value for the focal length f of the lens using
the equation f = uv . [1]
D

© UCLES 2019 0625/62/O/N/19

 9

Table 3.1

u / cm v / cm f / cm

59.8 20.4

19.8 60.0

(ii) Calculate the average value fA of the focal length of the lens. Give your answer to a
suitable number of significant figures for this experiment.

fA = ................................................... cm [2]

(d) State one precaution that you would take to obtain accurate readings in this experiment.

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

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

(e) Another student wants to obtain more measurements for u and for v to check the value for the
focal length f of the lens. The student moves the screen a distance of 40.0 cm to the right.

(i) Calculate the new value for the distance D between the illuminated object and the
screen.

D = ................................................... cm [1]

(ii) The student moves the lens to a new position which is a distance from the object
u = 22.2 cm. He observes the image on the screen and says it is clearly focussed at a
distance v = 97.9 cm.

Calculate the new value of the focal length f of the lens using f = uv.
D

f = ................................................... cm [1]

(iii) State and explain briefly whether the values for fA and f in (e)(ii) are the same within the
limits of experimental accuracy.

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

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

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

[Total: 10]

© UCLES 2019 0625/62/O/N/19 [Turn over

 10

4 A student investigates the time taken for ice cubes in a container to melt using different insulating
materials on the container.

The following apparatus is available:

a copper container
a variety of insulating materials that can be wrapped round the copper container
a thermometer
a stopwatch
a supply of ice cubes

The student can also use other apparatus and materials that are usually available in a school
laboratory.

Plan an experiment to investigate the time taken for ice cubes to melt using different insulating
materials.

In your plan, you should:

• draw a diagram of the apparatus used

• 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.

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

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

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

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

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

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

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

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

..........................................................................................................................................................
© UCLES 2019 0625/62/O/N/19
 11

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

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

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

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

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

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

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

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

.................................................................................................................................................... [7]

[Total: 7]

© UCLES 2019 0625/62/O/N/19

 12

BLANK PAGE

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 2019 0625/62/O/N/19

 Cambridge IGCSE™
* 1 0 6 3 8 0 1 8 1 0 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2020

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 12 pages. Blank pages are indicated.

DC (DH/CGW) 196157/3
© UCLES 2020 [Turn over
 2

1 A student investigates the stretching of a spring.

Fig. 1.1 shows the set up.

metre rule

spring

clamp
stand

bench

Fig. 1.1

(a) The metre rule is clamped in position near to the spring.

On Fig. 1.1, show clearly how you would use a set square to obtain an accurate reading of
the position of the bottom of the coiled part of the spring from the metre rule. [2]

(b) Fig. 1.2 shows the spring drawn to actual size. On Fig. 1.2, measure the length L of the coiled
part of the spring.

Fig. 1.2

L = .................................................. mm [1]

(c) The student adds a load P = 0.20 N to the spring. He records the new length l of the coiled
part of the spring.

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

© UCLES 2020 0625/62/O/N/20

 3

Table 1.1

P/ N l / mm
0.20 20
0.40 26
0.60 31
0.80 35
1.00 41

Plot a graph of l / mm (y-axis) against P / N (x-axis). Start both axes at the origin (0,0).

[4]

(d) The intercept on the y-axis of the graph is numerically equal to the length l0 of the spring
when P = 0. Determine the value of l0. Show clearly on the graph how you obtained the
necessary information.

l0 = ......................................................... [2]

(e) Calculate L – l0.

L – l0 = ......................................................... [2]

[Total: 11]
© UCLES 2020 0625/62/O/N/20 [Turn over
 4

2 A student investigates the refraction of light in a transparent block.

Fig. 2.1 shows her ray-trace sheet. She places a transparent block on the ray-trace sheet and
draws the outline ABCD of the block. The student uses pins to mark the positions of objects and
images.

A B

D C
P3

P4

eye

Fig. 2.1

© UCLES 2020 0625/62/O/N/20

 5

(a) • On Fig. 2.1, draw the normal NL at the centre of side AB. Continue the normal NL so
that it passes through side CD of the block.

• Label the point F where the normal NL crosses side AB.

• Label the point G where the normal NL crosses side CD.

[1]

(b) • On Fig. 2.1, draw a line EF at least 7 cm long above side AB and at an angle i = 30° to
the left of the normal. Label the end of the line E.

• Mark the positions of two pins P1 and P2, to act as objects, on line EF at a suitable
distance apart for this type of ray-trace experiment.
[1]

(c) • The student looks from the position of the eye shown in Fig. 2.1, to observe 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 two pins P3 and P4 between her eye and the block so that P3, P4 and the
images of P1 and P2, seen through the block, appear one behind the other.

• The positions of P3 and P4 are marked on the ray-trace sheet.

(i) Draw a line joining the positions of P3 and P4. Continue the line through the block until it
extends to just outside the outline of the block. Label this end of the line K. [1]

(ii) • Label the point H where the line in (c)(i) meets side CD.

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

• Draw the line FH.

[1]

(iii) Measure and record the length a of the line GH.

a = ...............................................................

Measure and record the length b of the line FH.

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

(d) Measure and record the acute angle θ between the line JF and the line JK. An acute angle is
less than 90°.

θ = ......................................................... [2]

© UCLES 2020 0625/62/O/N/20 [Turn over

 6

(e) State one precaution that you would take in order to produce an accurate ray-trace.

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

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

(f) A student suggests that i should be equal to θ within the limits of experimental accuracy. In
this experiment, i = 30°. Suggest a range of values for θ that match this suggestion for the
experiment.

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

(g) A student plans to test the suggestion that, in this experiment, i = θ for all possible values of i.

Explain briefly how you would test the suggestion.

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

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

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

[Total: 11]

© UCLES 2020 0625/62/O/N/20

 7

BLANK PAGE

© UCLES 2020 0625/62/O/N/20 [Turn over

 8

3 A student is investigating the resistance of samples of wire.

Fig. 3.1 shows the circuit used.

power supply

resistance wire

C D
B E

Fig. 3.1

Table 3.1 shows how the samples of wire are connected into the circuit.

Table 3.1

section wire
BC one 30 cm piece
CD two 30 cm pieces
DE three 30 cm pieces

© UCLES 2020 0625/62/O/N/20

 9

(a) (i) Record the potential difference (p.d.) V1 across section BC of the resistance wire, as
shown on the voltmeter in Fig. 3.2.

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

V1 = ......................................................... [1]

(ii) Record the current I in the circuit, as shown in Fig. 3.3.

I = ......................................................... [1]

(iii) Calculate the resistance R1 of the section BC of the resistance wire. Use the equation
V1
R1 = . Give your answer to a suitable number of significant figures for this experiment.
I

R1 = ......................................................... [1]

(b) The student connects the voltmeter across section CD.

He records the potential difference (p.d.) V2 across section CD.

0.70
V2 = ...............................................................

He calculates the resistance R2 of section CD.

1.25
R2 = ...............................................................

He connects the voltmeter across section DE.

He records the potential difference (p.d.) V3 across section DE.

0.46
V3 = ...............................................................
V3
Calculate the resistance R3 of section DE using the equation R3 = . Use the value of I from
I
(a)(ii). Give your answer to a suitable number of significant figures for this experiment.

R3 = ......................................................... [1]

(c) Complete the student’s recorded readings by including the units in (b). [1]

© UCLES 2020 0625/62/O/N/20 [Turn over

 10

(d) The sections BC, CD and DE are all the same length and made of the same metal.

(i) Tick the box to show your conclusion from the results.

The resistance of a section increases as the number of wires increases

The resistance of a section decreases as the number of wires increases

The resistance of a section is independent of the number of wires.

[1]

(ii) Justify your conclusion in (d)(i) by reference to the results.

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

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

(e) Explain how you would change this experiment to investigate the relationship between the
length of a sample of wire and its resistance.

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

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

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

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

(f) A student repeats the investigation in (a) to (d), but uses different values of current I. He has
a power source with a single fixed output potential difference.

(i) Name the component he could connect into the circuit to vary the current.

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

(ii) Draw the circuit symbol for this component.

[1]

[Total: 11]

© UCLES 2020 0625/62/O/N/20

 11

4 A student investigates the length of time taken for ice cubes to melt when they are placed in water.
She uses beakers of water at different temperatures to investigate how the initial temperature of
the water affects the time taken for the ice cubes to melt.

Plan an experiment to investigate how the initial temperature of the water affects the time taken
for the ice cubes to melt.

The following apparatus is available:

thermometer
supply of ice cubes
250 cm3 beakers
supply of cold water

In your plan, you should:

• write a list of additional apparatus to use

• explain 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 the readings (you are
not required to enter any readings in the table)

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

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

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

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

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

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

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

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

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

© UCLES 2020 0625/62/O/N/20 [Turn over

 12

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

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

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

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

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

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

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

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

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

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

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

.................................................................................................................................................... [7]

[Total: 7]

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 2020 0625/62/O/N/20

 Cambridge IGCSE™
* 2 7 5 6 6 5 5 2 3 3 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 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 12 pages. Any blank pages are indicated.

DC (CJ/CT) 204872/2
© UCLES 2021 [Turn over
 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]

© UCLES 2021 0625/62/O/N/21

 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]

© UCLES 2021 0625/62/O/N/21 [Turn over

 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]

© UCLES 2021 0625/62/O/N/21

 5

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.

(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

VS = ..........................................................

IS = ..........................................................
[2]

VS
(ii) Calculate RS, the resistance of resistor R, using the equation RS = .
IS

RS = .................................................... [2]

© UCLES 2021 0625/62/O/N/21 [Turn over

 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]
© UCLES 2021 0625/62/O/N/21
 7

(e) State and explain briefly whether the results show that RS + RL = RC within the limits of
experimental accuracy.

statement ..................................................................................................................................

explanation ...............................................................................................................................

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

[Total: 11]

© UCLES 2021 0625/62/O/N/21 [Turn over

 8

3 A student investigates the image produced by a lens.

Fig. 3.1 shows the apparatus.

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]

© UCLES 2021 0625/62/O/N/21

 9

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]
© UCLES 2021 0625/62/O/N/21 [Turn over
 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.

The following apparatus is available:

clamps and stands

a selection of masses with a suitable hanger
metre rule
a selection of wires made from different metals.

You can also use other apparatus and materials that are usually available in a school laboratory.

In your plan, you should:

• write a list of suitable metals for the wires you would investigate

• explain briefly how you would do the investigation

• 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
(you are not required to enter any readings in the table)

• explain how you would use the results to reach a conclusion.

© UCLES 2021 0625/62/O/N/21

 11

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

.................................................................................................................................................... [7]

© UCLES 2021 0625/62/O/N/21

 12

BLANK PAGE

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/O/N/21

 Cambridge IGCSE™
* 9 2 0 8 9 3 2 5 1 8 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2022

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 12 pages. Any blank pages are indicated.

DC (LK/SG) 308180/3
© UCLES 2022 [Turn over
 2

1 A student investigates temperature changes when mixing hot and cold water.

Fig. 1.1 shows the set-up.

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

© UCLES 2022 0625/62/O/N/22

 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]

© UCLES 2022 0625/62/O/N/22 [Turn over

 4

2 A student investigates the position of the image in a plane mirror.

Fig. 2.1 shows the ray-trace sheet.

ray-trace sheet

M R
P3

P4

eye

Fig. 2.1

© UCLES 2022 0625/62/O/N/22

 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]

© UCLES 2022 0625/62/O/N/22 [Turn over

 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]

© UCLES 2022 0625/62/O/N/22

 7

3 A student investigates the balancing of a metre rule.

Fig. 3.1 shows the set-up.

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]

© UCLES 2022 0625/62/O/N/22 [Turn over

 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
necessary information.

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]

© UCLES 2022 0625/62/O/N/22 [Turn over

 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.

The following apparatus is available:

• 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

© UCLES 2022 0625/62/O/N/22

 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

• explain briefly how you would carry out the investigation

• 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
(you are not required to enter any readings in the table)

• explain how you would use your readings to reach a conclusion.

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

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

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

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

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

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

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

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

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

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

.................................................................................................................................................... [7]

© UCLES 2022 0625/62/O/N/22

 12

BLANK PAGE

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 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/O/N/22

 Cambridge IGCSE™
* 6 3 6 1 2 7 9 9 7 4 *

PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2023

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 12 pages. Any blank pages are indicated.

DC (CJ/CB) 326611/2
© UCLES 2023 [Turn over
 2

1 A student investigates the period of a pendulum.

Fig. 1.1 shows the set-up.

clamp

bob

Fig. 1.1

(a) The distance d is measured from the bottom of the clamp to the centre of the bob.

The student adjusts the length of the pendulum until d = 50.0 cm.

He displaces the bob slightly and releases it so that it swings.

He uses a stop-watch to measure the time t for 10 complete oscillations.

min sec 1/100th

00 : 14 21

Fig. 1.2

(i) Fig. 1.2 shows the reading on the stop-watch.

Record, in Table 1.1, the time t for 10 complete oscillations. [1]

(ii) Calculate and record in Table 1.1, the period T of the pendulum. The period is the time
for one complete oscillation. [1]

(iii) Calculate T 2 and record your value in Table 1.1. [1]

(iv) Write the units in the column headings. [2]

© UCLES 2023 0625/62/O/N/23

 3

Table 1.1

d/ t/ T/ T2 /

50.0

100.0 20.20 2.02 4.08

(b) The student repeats the procedure in (a) using d = 100.0 cm. The readings and results are
shown in Table 1.1.

Another student suggests that T 2 is directly proportional to d.

Explain briefly how to test the suggestion using the results in Table 1.1.

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

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

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

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

(c) The procedure can be repeated to plot a graph.

Suggest additional values of d that are suitable for the experiment.

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

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

(d) Explain how you would measure the distance d as accurately as possible. Draw a diagram to
help your explanation.

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

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

(e) Explain why timing 10 oscillations gives a more accurate result for the period T than timing
one oscillation.

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

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

[Total: 11]

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2 A student investigates the resistance of a wire.

Fig. 2.1 shows the circuit used.

l
B C

V resistance wire
sliding
contact S

Fig. 2.1

(a) The student places a sliding contact S at a distance l = 40.0 cm from B.

She measures the potential difference (p.d.) V across the length l of the resistance wire.

She measures the current I in the circuit.

The meters are shown in Fig. 2.2 and Fig. 2.3.

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) Write down the current I.

I = ......................................................... [1]

(ii) Record the potential difference V reading in the first row of Table 2.1. [1]

(b) The student repeats the procedure in (a) using l = 50.0 cm, 60.0 cm, 70.0 cm and 80.0 cm.

The readings are shown in Table 2.1.

(i) Calculate, and record in Table 2.1, the values of resistance R using the equation
V
R= .
I [2]

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(ii) Complete the column headings in Table 2.1. [1]

Table 2.1

l/ V/ R/
40.0
50.0 1.5
60.0 1.8
70.0 2.1
80.0 2.4

(c) Plot a graph of R (y-axis) against V (x-axis). Start both axes at the origin (0,0).

Draw the best-fit line.

0
0
[4]

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

G = ......................................................... [2]

[Total: 11]

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3 A student investigates the cooling of water under different conditions.

Fig. 3.1 shows the set-up.

thermometer

beaker
bench

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

(b) The student pours 200 cm3 of hot water into the beaker. He places the thermometer in the
water.

He records the temperature θ of the hot water at time t = 0. He immediately starts a stop-watch.

He records the temperature at 30 s intervals. The temperature readings are shown in

Table 3.1.

(i) Write the times in the first column of Table 3.1. [1]

(ii) Complete the column headings in Table 3.1.

Table 3.1

t/ θ/
95
86
78
72
68
66
65
[1]

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(c) (i) Calculate the decrease in temperature Δθ1 between time t = 0 and time t = 90 s.

Δθ1 = ......................................................... [1]

(ii) Calculate the difference in temperature ΔθS between the temperature at time t = 0 and
room temperature θR.

ΔθS = ......................................................... [1]

(iii) Calculate the decrease in temperature Δθ2 between time t = 90 s and time t = 180 s.

Δθ2 = ...............................................................

Calculate the difference in temperature ΔθT between the temperature at time t = 90 s and
room temperature θR.

ΔθT = ...............................................................
[1]

(d) A student suggests that the decrease in temperature of the water in 90 s should be greater
when the starting temperature is greater.

(i) State whether the results agree with this suggestion. Justify your statement by reference
to the results.

statement ..........................................................................................................................

justification ........................................................................................................................

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

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

(ii) Suggest how you would continue the experiment, using the same apparatus and method,
to investigate the suggestion.

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

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

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

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

(e) Refer to Table 3.1. Estimate the temperature of the water in the beaker after cooling for a
further 90 s.

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

[Total: 11]

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4 A student investigates the effect of changing the colour of light on the focal length of a lens.
uv
The focal length f of a lens is given by the equation f = .
(u + v)
The distance u is the distance between an object and the lens. The distance v is the distance
between the lens and the image that is formed on a screen.

Plan an experiment to investigate the effect of changing the colour of light on the focal length of a
lens.

The following apparatus is available to the student:

• illuminated object
• a selection of coloured filters to change the colour of the light
• converging lens
• screen
• metre ruler.

Other apparatus normally available in a school laboratory can also be used.

In your plan, you should:

• draw a labelled diagram to show the arrangement of the apparatus

• 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
(you are not required to enter any readings in the table)
• state how you would use your results to reach a conclusion.

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To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
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© UCLES 2023 0625/62/O/N/23