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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 0625/11 PHYSICS October/November 2013 Paper 1 Multiple Choice 45 minutes Additional Materials: *8694020048* Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB recommended) READ THESE INSTRUCTIONS FIRST Write in soft pencil. Do not use staples, paper clips, highlighters, glue or correction fluid. Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you. DO NOT WRITE IN ANY BARCODES. There are forty questions on this paper. Answer all questions. For each question there are four possible answers A, B, C and D. Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet. Read the instructions on the Answer Sheet very carefully. Each correct answer will score one mark. A mark will not be deducted for a wrong answer. Any rough working should be done in this booklet. Electronic calculators may be used. This document consists of 16 printed pages. IB13 11_0625_11/5RP © UCLES 2013 [Turn over 2 1 A student uses a ruler to measure the length and the width of a small rectangular metal plate. metal plate length 0 1 2 width 3 4 5 0 cm 1 2 3 4 cm What is the area of the plate? A 2 14.0 cm2 B 14.7 cm2 C 16.0 cm2 D 16.8 cm2 The diagram shows the speed / time graph for a train as it travels along a track. R speed P Q S T 0 0 time For which part of the graph is the train’s speed changing at the greatest rate? A 3 PQ B QR C RS D A small steel ball is dropped from a low balcony. Ignoring air resistance, which statement describes its motion? A It falls with constant acceleration. B It falls with constant speed. C It falls with decreasing speed. D It falls with increasing acceleration. © UCLES 2013 0625/11/O/N/13 ST 5 3 4 5 Which is the unit for force and which is the unit for weight? force weight A kg kg B kg N C N kg D N N A cup contains hot liquid. Some of the liquid evaporates. What happens to the mass and to the weight of the liquid in the cup? 6 mass weight A decreases decreases B decreases stays the same C stays the same decreases D stays the same stays the same Four rectangular blocks, P, Q, R and S are shown. Each block is labelled with its size and its mass. P Q 10 g 2.0 cm 10 g 2.0 cm 2.0 cm 2.0 cm 2.0 cm 2.0 cm 3.0 cm R S 20 g 2.0 cm 20 g 2.0 cm 2.0 cm 4.0 cm 2.0 cm Which two blocks have the same density? A P and Q © UCLES 2013 B P and R C Q and R 0625/11/O/N/13 D R and S [Turn over 4 7 A force acting on an object causes some properties of the object to change. Which list contains only properties that can be changed by the action of the force? 8 A mass, motion and shape B mass, motion and size C mass, shape and size D motion, shape and size A box is being moved by a fork-lift truck. The total weight of the box is 3000 N. fork-lift truck box The force exerted by the fork-lift truck on the box is 3500 N upwards. What is the resultant force on the box? 9 A 500 N downwards B 500 N upwards C 6500 N downwards D 6500 N upwards Some energy sources are reliably available at all times, and some are not. Which row shows three sources all in their correct columns? available at all times not available at all times A geothermal nuclear fission, solar B geothermal, nuclear fission solar C solar, nuclear fission geothermal D solar nuclear fission, geothermal © UCLES 2013 0625/11/O/N/13 5 10 A woman in a factory has to lift a box on to a shelf. high shelf box low shelf Which action involves the woman in doing the least amount of work? A lifting the box quickly to the high shelf B lifting the box slowly to the high shelf C lifting the box to the low shelf first then lifting it to the high shelf D lifting the box to the low shelf instead of to the high shelf 11 A drawing pin (thumb tack) has a sharp point and a flat end. flat end sharp point The pin is pushed into a wooden board. How do the pressure and the force at the sharp point compare with the pressure and the force at the flat end? force at the sharp point pressure at the sharp point A greater than at the flat end greater than at the flat end B greater than at the flat end less than at the flat end C the same as at the flat end greater than at the flat end D the same as at the flat end less than at the flat end © UCLES 2013 0625/11/O/N/13 [Turn over 6 12 The diagrams show four divers at the bottom of four different swimming pools. Two swimming pools contain fresh water and two contain salt water. Fresh water is less dense than salt water. Which diver feels the least pressure from the water? A B C D fresh water fresh water salt water salt water 13 The diagram shows a sealed jar containing a gas. gas Which statement about the gas in the jar is correct? A The gas molecules collide with the inside of the jar more often as the temperature increases. B The gas molecules move more slowly as the temperature increases. C The pressure of the gas decreases as the temperature increases. D The pressure of the gas is higher at the top of the jar than at the bottom of the jar. 14 A block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. The water evaporates from the newspaper. Which molecules escape from the water and what happens to the average speed of the water molecules that remain in the newspaper? escaping molecules average speed of the remaining water molecules A the less energetic ones decreases B the less energetic ones increases C the more energetic ones decreases D the more energetic ones increases © UCLES 2013 0625/11/O/N/13 7 15 Equal masses of two different liquids are heated using the same heater. The graph shows how the temperature of each liquid changes with time. temperature liquid 1 liquid 2 0 0 time What does the graph tell us about the liquids? A Liquid 1 has a higher melting point than liquid 2. B Liquid 1 has a higher boiling point than liquid 2. C Liquid 1 starts to melt sooner than liquid 2. D Liquid 1 starts to boil sooner than liquid 2. 16 A wooden wheel can be strengthened by putting a tight circle of iron around it. wooden wheel iron circle Which action would make it easier to fit the circle over the wood? A cooling the iron circle B heating the iron circle C heating the wooden wheel and cooling the iron circle D heating the wooden wheel but not heating or cooling the iron circle © UCLES 2013 0625/11/O/N/13 [Turn over 8 17 A man goes into a cold room and switches on a heater. The man then stands one metre away from the heater. He feels warmer almost immediately. room heater How is thermal energy transferred from the heater to the man so quickly? A by conduction, convection and radiation B by conduction only C by convection only D by radiation only 18 A rod is made half of glass and half of copper. Four pins, A, B, C and D are attached to the rod by wax. The rod is heated in the centre as shown. Which pin falls off first? glass pin A copper pin B pin C pin D heat 19 Which row shows an example of a transverse wave and an example of a longitudinal wave? transverse longitudinal A light radio B radio sound C sound water D water light © UCLES 2013 0625/11/O/N/13 9 20 A boy throws a small stone into a pond. Waves spread out from where the stone hits the water and travel to the side of the pond. The boy notices that eight waves reach the side of the pond in a time of 5.0 s. What is the frequency of the waves? A 0.20 Hz B C 0.63 Hz D 1.6 Hz 40 Hz 21 The table gives common uses for three types of electromagnetic wave. Which row correctly identifies the waves? satellite television terrestrial television (not satellite) television remote controllers A infra-red waves microwaves radio waves B microwaves radio waves infra-red waves C radio waves infra-red waves microwaves D radio waves microwaves infra-red waves 22 The diagram shows a ray of light passing through a semicircular glass block into air. air glass P ray of light Which row gives the correct name for angle P and states how angle P compares with the critical angle? name of angle P angle P compared with the critical angle A angle of incidence larger than the critical angle B angle of incidence smaller than the critical angle C angle of refraction larger than the critical angle D angle of refraction smaller than the critical angle © UCLES 2013 0625/11/O/N/13 [Turn over 10 23 Which diagram shows how an image of an object is formed on a screen by a converging lens? B A 2 × focal length 2 × focal length object object screen screen C D focal length focal length object object screen screen 24 When the volcano Krakatoa erupted in 1883, it was heard 5000 km away. Which statement about the sound from the volcano is not correct? A If such a loud sound were to be made today, an astronaut orbiting in space (a vacuum) at a height of 400 km could hear it. B People further from the volcano heard the sound later than people nearer to the volcano. C The amplitude of the sound waves would have been smaller further from the volcano. D The sound was very loud because a lot of energy was transferred to vibrations of the air. © UCLES 2013 0625/11/O/N/13 11 25 A loudspeaker on a boat produces a pulse of sound in the sea. The echo of the pulse is received back at the boat after 3.0 s. The depth of the sea under the boat is 2250 m. boat pulse of sound sea bed (not to scale) From this information, what is the speed of sound in the sea water? A 330 m / s B 750 m / s C 1500 m / s D 6750 m / s 26 A hard magnetic material can be used to make a permanent magnet. A soft magnetic material can be used to make a temporary magnet. Which row shows whether iron and steel are hard or soft magnetic materials? iron steel A hard hard B hard soft C soft hard D soft soft 27 How can a permanent magnet be demagnetised? A cool the magnet for a long time B hit the magnet repeatedly with a hammer C leave the magnet in a coil which is connected to a battery D shine bright light onto the magnet 28 Which equation can be used to calculate the resistance R of a resistor? A V=I÷R © UCLES 2013 B I=V×R C R=V×I 0625/11/O/N/13 D V=I×R [Turn over 12 29 A student wishes to measure first the electromotive force (e.m.f.) of a battery, and then the potential difference (p.d.) across a resistor. She has the resistor, the battery and some connecting wires. What else does she need? A a force meter (newton meter) and a voltmeter B an ammeter and a voltmeter C an ammeter only D a voltmeter only 30 Two similar balloons hang side by side, on insulating threads, a short distance apart. They are both rubbed with the same dry cloth and become charged. Which diagram shows how the balloons hang after charging? A B C 31 When the thermistor in the circuit below is heated, the current in the lamp increases. Why does this happen? A The resistance of the lamp decreases. B The resistance of the lamp increases. C The resistance of the thermistor decreases. D The resistance of the thermistor increases. © UCLES 2013 0625/11/O/N/13 D 13 32 A student connects various resistors in parallel pairs. Underneath each diagram is a statement about the total resistance of each pair of resistors. Which statement is correct? A B 2Ω 5Ω 2Ω 1Ω The total resistance is 4 Ω. The total resistance is between 1 Ω and 5 Ω. C D 10 Ω 20 Ω 5Ω 10 Ω The total resistance is less than 5 Ω. The total resistance is more than 20 Ω. 33 The circuit shown contains a relay. Both lamps are initially off. lamp 2 switch S relay lamp 1 When switch S is closed, the relay operates. What is the state of the lamps? lamp 1 lamp 2 A on on B on off C off on D off off © UCLES 2013 0625/11/O/N/13 [Turn over 14 34 The diagram shows the connections to an electric heater. Three fuses have been added to the circuit. heating element plastic case fuse 1 live fuse 3 fuse 2 neutral heater Which of the fuses are correctly placed? A fuse 1, fuse 2 and fuse 3 B fuse 1 and fuse 2 only C fuse 1 only D fuse 2 only 35 Which diagram shows a movement that will not produce the changing magnetic field needed to induce an e.m.f. in the coil? N S A moving a magnet and a coil towards each other at the same speed N S moving a magnet and a coil in the same direction at the same speed B N S C moving a magnet away from a fixed coil N D © UCLES 2013 S moving a coil away from a fixed magnet 0625/11/O/N/13 15 36 The diagram shows a simple d.c. electric motor which is rotating. coil magnet S N magnet Which change will make the motor rotate more quickly? A increasing the number of turns on the coil B removing the magnets C reversing the battery D reversing the polarity of the magnets 37 A transformer is needed to convert a supply of 240 V a.c. into 4800 V a.c. NP NS 240 V a.c. 4800 V a.c. Which pair of coils would be suitable for this transformer? number of turns on primary coil NP number of turns on secondary coil NS A 50 1000 B 240 48 000 C 480 24 D 2000 100 © UCLES 2013 0625/11/O/N/13 [Turn over 16 38 The diagram shows a cathode-ray tube used to produce cathode rays. filament (cathode) anode + cathode-ray tube current I power supply – + – metal plates Which change would increase the deflection of the cathode rays? A decreasing the current I in the filament B increasing the current I in the filament C increasing the potential difference between the filament and the anode D increasing the potential difference between the metal plates 39 A radioactive substance emits a particle from the nucleus of one of its atoms. The particle consists of two protons and two neutrons. What is the name of this process? A α-emission B β-emission C γ-emission D nuclear fission 40 A nucleus X has 17 protons and 18 neutrons. Which notation is correct for this nucleus? A 17 18 X B 17 35 X C 18 17 X D 35 17 X 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 2013 0625/11/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 0625/12 PHYSICS October/November 2013 Paper 1 Multiple Choice 45 minutes Additional Materials: *1637585820* Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB recommended) READ THESE INSTRUCTIONS FIRST Write in soft pencil. Do not use staples, paper clips, highlighters, glue or correction fluid. Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you. DO NOT WRITE IN ANY BARCODES. There are forty questions on this paper. Answer all questions. For each question there are four possible answers A, B, C and D. Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet. Read the instructions on the Answer Sheet very carefully. Each correct answer will score one mark. A mark will not be deducted for a wrong answer. Any rough working should be done in this booklet. Electronic calculators may be used. This document consists of 16 printed pages. IB13 11_0625_12/FP © UCLES 2013 [Turn over 2 1 The diagram shows the speed / time graph for a train as it travels along a track. R speed P Q S T 0 0 time For which part of the graph is the train’s speed changing at the greatest rate? A 2 PQ B QR C RS D ST A student uses a ruler to measure the length and the width of a small rectangular metal plate. metal plate length 0 1 2 width 3 4 5 0 cm 1 2 3 cm What is the area of the plate? A 3 14.0 cm2 B 14.7 cm2 C 16.0 cm2 D A small steel ball is dropped from a low balcony. Ignoring air resistance, which statement describes its motion? A It falls with constant acceleration. B It falls with constant speed. C It falls with decreasing speed. D It falls with increasing acceleration. © UCLES 2013 0625/12/O/N/13 16.8 cm2 4 5 3 4 Four rectangular blocks, P, Q, R and S are shown. Each block is labelled with its size and its mass. P Q 10 g 2.0 cm 10 g 2.0 cm 2.0 cm 2.0 cm 2.0 cm 3.0 cm R S 2.0 cm 20 g 2.0 cm 20 g 2.0 cm 2.0 cm 4.0 cm 2.0 cm Which two blocks have the same density? A 5 6 P and Q B P and R C Q and R D R and S Which is the unit for force and which is the unit for weight? force weight A kg kg B kg N C N kg D N N A cup contains hot liquid. Some of the liquid evaporates. What happens to the mass and to the weight of the liquid in the cup? mass weight A decreases decreases B decreases stays the same C stays the same decreases D stays the same stays the same © UCLES 2013 0625/12/O/N/13 [Turn over 4 7 A box is being moved by a fork-lift truck. The total weight of the box is 3000 N. fork-lift truck box The force exerted by the fork-lift truck on the box is 3500 N upwards. What is the resultant force on the box? 8 A 500 N downwards B 500 N upwards C 6500 N downwards D 6500 N upwards A force acting on an object causes some properties of the object to change. Which list contains only properties that can be changed by the action of the force? 9 A mass, motion and shape B mass, motion and size C mass, shape and size D motion, shape and size Some energy sources are reliably available at all times, and some are not. Which row shows three sources all in their correct columns? available at all times not available at all times A geothermal nuclear fission, solar B geothermal, nuclear fission solar C solar, nuclear fission geothermal D solar nuclear fission, geothermal © UCLES 2013 0625/12/O/N/13 5 10 A woman in a factory has to lift a box on to a shelf. high shelf box low shelf Which action involves the woman in doing the least amount of work? A lifting the box quickly to the high shelf B lifting the box slowly to the high shelf C lifting the box to the low shelf first then lifting it to the high shelf D lifting the box to the low shelf instead of to the high shelf 11 A drawing pin (thumb tack) has a sharp point and a flat end. flat end sharp point The pin is pushed into a wooden board. How do the pressure and the force at the sharp point compare with the pressure and the force at the flat end? force at the sharp point pressure at the sharp point A greater than at the flat end greater than at the flat end B greater than at the flat end less than at the flat end C the same as at the flat end greater than at the flat end D the same as at the flat end less than at the flat end © UCLES 2013 0625/12/O/N/13 [Turn over 6 12 The diagrams show four divers at the bottom of four different swimming pools. Two swimming pools contain fresh water and two contain salt water. Fresh water is less dense than salt water. Which diver feels the least pressure from the water? A B C D fresh water fresh water salt water salt water 13 A block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. The water evaporates from the newspaper. Which molecules escape from the water and what happens to the average speed of the water molecules that remain in the newspaper? escaping molecules average speed of the remaining water molecules A the less energetic ones decreases B the less energetic ones increases C the more energetic ones decreases D the more energetic ones increases 14 The diagram shows a sealed jar containing a gas. gas Which statement about the gas in the jar is correct? A The gas molecules collide with the inside of the jar more often as the temperature increases. B The gas molecules move more slowly as the temperature increases. C The pressure of the gas decreases as the temperature increases. D The pressure of the gas is higher at the top of the jar than at the bottom of the jar. © UCLES 2013 0625/12/O/N/13 7 15 Equal masses of two different liquids are heated using the same heater. The graph shows how the temperature of each liquid changes with time. temperature liquid 1 liquid 2 0 0 time What does the graph tell us about the liquids? A Liquid 1 has a higher melting point than liquid 2. B Liquid 1 has a higher boiling point than liquid 2. C Liquid 1 starts to melt sooner than liquid 2. D Liquid 1 starts to boil sooner than liquid 2. 16 A wooden wheel can be strengthened by putting a tight circle of iron around it. wooden wheel iron circle Which action would make it easier to fit the circle over the wood? A cooling the iron circle B heating the iron circle C heating the wooden wheel and cooling the iron circle D heating the wooden wheel but not heating or cooling the iron circle © UCLES 2013 0625/12/O/N/13 [Turn over 8 17 A rod is made half of glass and half of copper. Four pins, A, B, C and D are attached to the rod by wax. The rod is heated in the centre as shown. Which pin falls off first? glass pin A copper pin B pin C pin D heat 18 A man goes into a cold room and switches on a heater. The man then stands one metre away from the heater. He feels warmer almost immediately. room heater How is thermal energy transferred from the heater to the man so quickly? A by conduction, convection and radiation B by conduction only C by convection only D by radiation only 19 Which row shows an example of a transverse wave and an example of a longitudinal wave? transverse longitudinal A light radio B radio sound C sound water D water light © UCLES 2013 0625/12/O/N/13 9 20 The diagram shows a ray of light passing through a semicircular glass block into air. air glass P ray of light Which row gives the correct name for angle P and states how angle P compares with the critical angle? name of angle P angle P compared with the critical angle A angle of incidence larger than the critical angle B angle of incidence smaller than the critical angle C angle of refraction larger than the critical angle D angle of refraction smaller than the critical angle 21 A boy throws a small stone into a pond. Waves spread out from where the stone hits the water and travel to the side of the pond. The boy notices that eight waves reach the side of the pond in a time of 5.0 s. What is the frequency of the waves? A 0.20 Hz B 0.63 Hz C D 1.6 Hz 40 Hz 22 The table gives common uses for three types of electromagnetic wave. Which row correctly identifies the waves? satellite television terrestrial television (not satellite) television remote controllers A infra-red waves microwaves radio waves B microwaves radio waves infra-red waves C radio waves infra-red waves microwaves D radio waves microwaves infra-red waves © UCLES 2013 0625/12/O/N/13 [Turn over 10 23 Which diagram shows how an image of an object is formed on a screen by a converging lens? B A 2 × focal length 2 × focal length object object screen screen C D focal length focal length object object screen screen 24 When the volcano Krakatoa erupted in 1883, it was heard 5000 km away. Which statement about the sound from the volcano is not correct? A If such a loud sound were to be made today, an astronaut orbiting in space (a vacuum) at a height of 400 km could hear it. B People further from the volcano heard the sound later than people nearer to the volcano. C The amplitude of the sound waves would have been smaller further from the volcano. D The sound was very loud because a lot of energy was transferred to vibrations of the air. © UCLES 2013 0625/12/O/N/13 11 25 A loudspeaker on a boat produces a pulse of sound in the sea. The echo of the pulse is received back at the boat after 3.0 s. The depth of the sea under the boat is 2250 m. boat pulse of sound sea bed (not to scale) From this information, what is the speed of sound in the sea water? A 330 m / s B 750 m / s C 1500 m / s D 6750 m / s 26 How can a permanent magnet be demagnetised? A cool the magnet for a long time B hit the magnet repeatedly with a hammer C leave the magnet in a coil which is connected to a battery D shine bright light onto the magnet 27 A hard magnetic material can be used to make a permanent magnet. A soft magnetic material can be used to make a temporary magnet. Which row shows whether iron and steel are hard or soft magnetic materials? iron steel A hard hard B hard soft C soft hard D soft soft 28 Which equation can be used to calculate the resistance R of a resistor? A V=I÷R © UCLES 2013 B I=V×R C R=V×I 0625/12/O/N/13 D V=I×R [Turn over 12 29 A student wishes to measure first the electromotive force (e.m.f.) of a battery, and then the potential difference (p.d.) across a resistor. She has the resistor, the battery and some connecting wires. What else does she need? A a force meter (newton meter) and a voltmeter B an ammeter and a voltmeter C an ammeter only D a voltmeter only 30 When the thermistor in the circuit below is heated, the current in the lamp increases. Why does this happen? A The resistance of the lamp decreases. B The resistance of the lamp increases. C The resistance of the thermistor decreases. D The resistance of the thermistor increases. 31 Two similar balloons hang side by side, on insulating threads, a short distance apart. They are both rubbed with the same dry cloth and become charged. Which diagram shows how the balloons hang after charging? A © UCLES 2013 B C 0625/12/O/N/13 D 13 32 The circuit shown contains a relay. Both lamps are initially off. lamp 2 switch S relay lamp 1 When switch S is closed, the relay operates. What is the state of the lamps? lamp 1 lamp 2 A on on B on off C off on D off off 33 A student connects various resistors in parallel pairs. Underneath each diagram is a statement about the total resistance of each pair of resistors. Which statement is correct? A B 2Ω 5Ω 2Ω 1Ω The total resistance is 4 Ω. The total resistance is between 1 Ω and 5 Ω. C D 10 Ω 20 Ω 5Ω 10 Ω The total resistance is less than 5 Ω. The total resistance is more than 20 Ω. © UCLES 2013 0625/12/O/N/13 [Turn over 14 34 Which diagram shows a movement that will not produce the changing magnetic field needed to induce an e.m.f. in the coil? N S A moving a magnet and a coil towards each other at the same speed N S moving a magnet and a coil in the same direction at the same speed B N S C moving a magnet away from a fixed coil N S D moving a coil away from a fixed magnet 35 The diagram shows the connections to an electric heater. Three fuses have been added to the circuit. heating element plastic case fuse 1 live fuse 3 fuse 2 neutral heater Which of the fuses are correctly placed? A fuse 1, fuse 2 and fuse 3 B fuse 1 and fuse 2 only C fuse 1 only D fuse 2 only © UCLES 2013 0625/12/O/N/13 15 36 A transformer is needed to convert a supply of 240 V a.c. into 4800 V a.c. NP NS 240 V a.c. 4800 V a.c. Which pair of coils would be suitable for this transformer? number of turns on primary coil NP number of turns on secondary coil NS A 50 1000 B 240 48 000 C 480 24 D 2000 100 37 The diagram shows a simple d.c. electric motor which is rotating. coil magnet S N magnet Which change will make the motor rotate more quickly? A increasing the number of turns on the coil B removing the magnets C reversing the battery D reversing the polarity of the magnets © UCLES 2013 0625/12/O/N/13 [Turn over 16 38 A radioactive substance emits a particle from the nucleus of one of its atoms. The particle consists of two protons and two neutrons. What is the name of this process? A α-emission B β-emission C γ-emission D nuclear fission 39 A nucleus X has 17 protons and 18 neutrons. Which notation is correct for this nucleus? A 17 18 X B 17 35 X C 18 17 X D 35 17 X 40 The diagram shows a cathode-ray tube used to produce cathode rays. filament (cathode) anode + cathode-ray tube current I power supply – + – metal plates Which change would increase the deflection of the cathode rays? A decreasing the current I in the filament B increasing the current I in the filament C increasing the potential difference between the filament and the anode D increasing the potential difference between the metal plates 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 2013 0625/12/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 0625/13 PHYSICS October/November 2013 Paper 1 Multiple Choice 45 minutes Additional Materials: *1728159141* Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB recommended) READ THESE INSTRUCTIONS FIRST Write in soft pencil. Do not use staples, paper clips, highlighters, glue or correction fluid. Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you. DO NOT WRITE IN ANY BARCODES. There are forty questions on this paper. Answer all questions. For each question there are four possible answers A, B, C and D. Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet. Read the instructions on the Answer Sheet very carefully. Each correct answer will score one mark. A mark will not be deducted for a wrong answer. Any rough working should be done in this booklet. Electronic calculators may be used. This document consists of 19 printed pages and 1 blank page. IB13 11_0625_13/6RP © UCLES 2013 [Turn over 2 1 A cyclist rides round a track three times. Her friend uses a stopwatch to record the time at the start of the ride, after one circuit, and at the end of the three circuits. The readings from the stopwatch are shown. at the start after one circuit at the end of three circuits What is the average time for one circuit of the track? A 2 174 s B 180 s C 198 s D 200 s The graph shows how the distance travelled by a vehicle changes with time. distance Q R P 0 S 0 time Which row describes the speed of the vehicle in each section of the graph? P to Q Q to R R to S A constant zero constant B constant zero decreasing C increasing constant decreasing D increasing zero decreasing © UCLES 2013 0625/13/O/N/13 3 3 A small steel ball is dropped from a low balcony. Ignoring air resistance, which statement describes its motion? 4 5 A It falls with constant acceleration. B It falls with constant speed. C It falls with decreasing speed. D It falls with increasing acceleration. Which is the unit for force and which is the unit for weight? force weight A kg kg B kg N C N kg D N N A cup contains hot liquid. Some of the liquid evaporates. What happens to the mass and to the weight of the liquid in the cup? mass weight A decreases decreases B decreases stays the same C stays the same decreases D stays the same stays the same © UCLES 2013 0625/13/O/N/13 [Turn over 4 6 A student is given four different objects and a metre rule. Each object has a known mass. She is asked to determine the densities of the materials from which the four objects are made. The objects are a copper cylinder, a glass cube, a steel spanner and a stone tile. copper glass steel stone Using only the metre rule, she is able to find the densities of only three of the four materials. Which three materials are these? 7 A copper, glass and steel B copper, glass and stone C copper, steel and stone D glass, steel and stone The diagrams show a steel spring and a graph of its length against the load applied to it. 16 14 12 length / cm 10 steel spring length 8 6 load 4 2 0 0 10 20 30 40 50 load / N What is the extension of the spring when a load of 20 N is applied to it? A 3.0 cm © UCLES 2013 B 4.5 cm C 5.0 cm 0625/13/O/N/13 D 8.0 cm 5 8 A box is being moved by a fork-lift truck. The total weight of the box is 3000 N. fork-lift truck box The force exerted by the fork-lift truck on the box is 3500 N upwards. What is the resultant force on the box? 9 A 500 N downwards B 500 N upwards C 6500 N downwards D 6500 N upwards An aeroplane is landing. As it descends towards the runway, its speed reduces. What are the energy changes that take place during the descent? A kinetic + gravitational → thermal (heat) B kinetic → gravitational + thermal (heat) C kinetic + thermal (heat) → gravitational D thermal (heat) → kinetic + gravitational 10 Energy from uranium is transferred to electrical energy in a nuclear power station. What is the correct order of the stages of this process? A boiler → generator → reactor → turbine B generator → boiler → turbine → reactor C reactor → boiler → turbine → generator D reactor → turbine → boiler → generator © UCLES 2013 0625/13/O/N/13 [Turn over 6 11 It is dangerous for submarines to dive to very great depths. Why is it dangerous? A The density of water is less at greater depths. B The pressure of water is greater at greater depths. C The temperature of water is higher at greater depths. D The weight of the submarine is greater at greater depths. 12 Which block exerts the greatest pressure on the surface below it? A B C D area 10 cm2 area 10 cm2 area 20 cm2 area 20 cm2 weight 200 N weight 100 N weight 200 N weight 100 N 13 A closed flask of gas is placed in a cold-water bath. thermometer cold water gas As the flask cools, the temperature of the gas decreases. What happens to the molecules of the gas? A They contract. B They expand. C They move more quickly. D They move more slowly. © UCLES 2013 0625/13/O/N/13 7 14 A block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. The water evaporates from the newspaper. Which molecules escape from the water and what happens to the average speed of the water molecules that remain in the newspaper? escaping molecules average speed of the remaining water molecules A the less energetic ones decreases B the less energetic ones increases C the more energetic ones decreases D the more energetic ones increases 15 Equal masses of two different liquids are heated using the same heater. The graph shows how the temperature of each liquid changes with time. temperature liquid 1 liquid 2 0 0 time What does the graph tell us about the liquids? A Liquid 1 has a higher melting point than liquid 2. B Liquid 1 has a higher boiling point than liquid 2. C Liquid 1 starts to melt sooner than liquid 2. D Liquid 1 starts to boil sooner than liquid 2. © UCLES 2013 0625/13/O/N/13 [Turn over 8 16 A wooden wheel can be strengthened by putting a tight circle of iron around it. wooden wheel iron circle Which action would make it easier to fit the circle over the wood? A cooling the iron circle B heating the iron circle C heating the wooden wheel and cooling the iron circle D heating the wooden wheel but not heating or cooling the iron circle 17 A piece of hot metal is held by a clamp in a cold room. The air next to the metal becomes hot. The density of the air changes and the air moves. clamp hot metal Which row shows the density change of the air and the direction in which the air moves? density of air movement of air A decreases downwards B decreases upwards C increases downwards D increases upwards © UCLES 2013 0625/13/O/N/13 9 18 A rod is made half of glass and half of copper. Four pins, A, B, C and D are attached to the rod by wax. The rod is heated in the centre as shown. Which pin falls off first? glass pin A copper pin B pin C pin D heat 19 Which row shows an example of a transverse wave and an example of a longitudinal wave? transverse longitudinal A light radio B radio sound C sound water D water light 20 Water waves may be used to demonstrate refraction by making them pass into water of a different depth. deep water wave direction shallow water wavefronts Why does the water wave change direction as it passes into the shallow water? A The frequency of the wave decreases. B The frequency of the wave increases. C The speed of the wave decreases. D The speed of the wave increases. © UCLES 2013 0625/13/O/N/13 [Turn over 10 21 Infra-red waves, microwaves, radio waves and sound waves are all used for communications. Which waves travel at the same high speed in a vacuum? A infra-red waves, microwaves and radio waves B infra-red waves, microwaves and sound waves C infra-red waves, radio waves and sound waves D microwaves, radio waves and sound waves 22 The diagram represents a converging lens forming an image of an object. converging lens object Q R S P image Which distance is the focal length of the lens? A PQ © UCLES 2013 B PR C QR 0625/13/O/N/13 D QS 11 23 A teacher demonstrates the dispersion of white light using a triangular glass prism. Which diagram shows how this dispersion happens? A B white light white light prism spectrum spectrum C D white light white light prism spectrum © UCLES 2013 spectrum 0625/13/O/N/13 [Turn over 12 24 To estimate the width of a valley, a climber starts a stopwatch as he shouts. He hears an echo from the opposite side of the valley after 1.0 s. sound climber valley The sound travels at 330 m / s. What is the width of the valley? A 82.5 m B 165 m C 330 m D 660 m 25 A police car sounds its siren when travelling to an emergency. The siren produces two different sounds P and Q, which are emitted alternately. The diagram represents the sound waves emitted by the siren. P P Q P Q P Q Which of the two sounds P and Q is the louder and which has the higher pitch? louder sound sound of higher pitch A P P B P Q C Q P D Q Q © UCLES 2013 0625/13/O/N/13 Q 13 26 In which pair are both metals ferrous? A aluminium and copper B aluminium and steel C copper and iron D iron and steel 27 How can a permanent magnet be demagnetised? A cool the magnet for a long time B hit the magnet repeatedly with a hammer C leave the magnet in a coil which is connected to a battery D shine bright light onto the magnet 28 A negatively charged plastic rod P is placed above a positively charged plastic rod Q. – – – – – Q P + + + + + What are the directions of the electrostatic forces on rod P and on rod Q? electrostatic force on rod P electrostatic force on rod Q A downwards downwards B downwards upwards C upwards downwards D upwards upwards © UCLES 2013 0625/13/O/N/13 [Turn over 14 29 A student wishes to measure first the electromotive force (e.m.f.) of a battery, and then the potential difference (p.d.) across a resistor. She has the resistor, the battery and some connecting wires. What else does she need? A a force meter (newton meter) and a voltmeter B an ammeter and a voltmeter C an ammeter only D a voltmeter only 30 Two similar balloons hang side by side, on insulating threads, a short distance apart. They are both rubbed with the same dry cloth and become charged. Which diagram shows how the balloons hang after charging? A B C 31 The diagram shows an electrical component. What is it? A a capacitor B a light-dependent resistor C a thermistor D a variable resistor © UCLES 2013 0625/13/O/N/13 D 15 32 The diagram shows a circuit. A What should be increased to increase the current in the circuit? A the e.m.f. of the battery B the length of the connecting wires C the resistance of the resistor D the temperature of the resistor 33 The circuit shown contains a relay. Both lamps are initially off. lamp 2 switch S relay lamp 1 When switch S is closed, the relay operates. What is the state of the lamps? lamp 1 lamp 2 A on on B on off C off on D off off © UCLES 2013 0625/13/O/N/13 [Turn over 16 34 An electric motor is connected to the mains supply by insulated wires. The circuit is protected by a fuse, but the connecting wires become hot. insulated connecting wire live M motor neutral insulated connecting wire How could the wires be prevented from becoming so hot? A Connect a second fuse in the neutral wire. B Use a fuse with a higher current rating. C Use thicker connecting wires. D Use thicker insulation on the connecting wires. 35 The diagram shows a transformer. core wire coil Which materials are suitable to use in its construction? core wire coil A copper iron B iron copper C steel copper D steel iron © UCLES 2013 0625/13/O/N/13 17 36 The direction of the current flowing in a straight wire X is into the paper. Which diagram shows the shape of the magnetic field pattern around the wire? A B C D X X X X 37 A metal rod PQ rests on two horizontal metal wires that are attached to a battery. The rod lies between the poles of a magnet. magnet N Q metal rod P S magnet When the switch is closed, the rod moves to the right. What could be changed so that the rod moves to the left? A Open the switch. B Reverse the battery terminals and exchange the poles of the magnet. C Reverse the battery terminals but without exchanging the poles of the magnet. D Turn the metal rod around (P and Q exchanged). © UCLES 2013 0625/13/O/N/13 [Turn over 18 38 The diagram shows the screen of a cathode-ray tube. Cathode rays produced behind the screen strike the screen at P. On their way to the screen, the cathode rays pass between two parallel metal plates. screen P S Which arrangement of the metal plates will cause the beam to be deflected and strike the screen at S? A + B – – C + D – – + + 39 Why are some radioactive sources stored in boxes made from lead? A Lead absorbs emissions from the radioactive sources. B Lead decreases the half-life of radioactive sources. C Lead increases the half-life of radioactive sources. D Lead repels emissions from the radioactive sources. © UCLES 2013 0625/13/O/N/13 19 40 A nucleus of helium has the symbol 32 He. Which diagram represents an atom of 32 He? A B e p e p p p p n e e key p = proton n = neutron D C e e n e n n n p e e © UCLES 2013 e = electron 0625/13/O/N/13 20 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. 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 0625/13/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 5 3 1 0 3 5 8 7 6 4 * 0625/21 PHYSICS October/November 2013 Paper 2 Core 1 hour 15 minutes 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. Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 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 16 printed pages. DC (NH/SW) 64825/7 © UCLES 2013 [Turn over 2 1 A wind turbine can be seen through the window of the IGCSE Physics class laboratory, as shown in Fig. 1.1. Fig. 1.1 The blades on the wind turbine are turning slowly, so a student uses a laboratory stopclock to time 40 rotations of the blades. Fig. 1.2 shows the stopclock after 40 rotations of the blades. start 55 reset 60 stop 5 minutes hand 50 10 45 15 seconds hand 40 35 30 20 25 Fig. 1.2 (a) (i) State the reading on the stopclock. reading = ..................... minutes ..................... seconds [1] (ii) Calculate the time, in seconds, for one rotation of the blades. time for one rotation = .............................................. s [3] © UCLES 2013 0625/21/O/N/13 For Examiner’s Use 3 (b) Later in the day, the blades of the wind turbine are found to take 15 s to rotate once. The tip of the blade travels in a circle of circumference 75 m. For Examiner’s Use Calculate the average speed of the tip of the blade. average speed = .......................................... m / s [3] [Total: 7] © UCLES 2013 0625/21/O/N/13 [Turn over 4 2 (a) The mass of 35 cm3 of mercury is measured as 476 g. For Examiner’s Use Calculate the density of mercury. Give the unit. density = ................................................... [4] (b) The density of water is much less than the density of mercury. How does the mass of 35 cm3 of water compare with the mass of 35 cm3 of mercury? Tick one box. mass of water is less than mass of mercury mass of water is the same as mass of mercury mass of water is greater than mass of mercury [1] (c) The mercury in a thermometer expands when it is heated. (i) What happens to the mass of the mercury? Tick one box. decreases stays the same increases (ii) What happens to the density of the mercury? Tick one box. decreases stays the same increases [2] [Total: 7] © UCLES 2013 0625/21/O/N/13 5 3 (a) State what is meant by the moment of a force. .......................................................................................................................................... For Examiner’s Use ...................................................................................................................................... [1] (b) A plank balances horizontally on a log of wood, which acts as a pivot. A girl sits on one end of the plank, and a boy pushes down on the other end to keep the plank horizontal. Fig. 3.1 shows this arrangement. pivot Fig. 3.1 (i) What two things can be said about the moments caused by the boy and by the girl? 1. ............................................................................................................................... 2. ............................................................................................................................... [2] (ii) There are four forces acting on the plank when it is in equilibrium. Three of the forces are: • • • the weight of the girl the weight of the plank the force provided by the boy 1. Where does the fourth force act? .................................................................................................................................. 2. What is the direction of this force? .................................................................................................................................. [2] [Total: 5] © UCLES 2013 0625/21/O/N/13 [Turn over 6 4 (a) State what is meant by the frequency of the vibration of a vibrating object. .......................................................................................................................................... ...................................................................................................................................... [2] (b) Fig. 4.1 shows a tuning fork. Its frequency is indicated by the number on the handle. A 512 Hz handle B Fig. 4.1 When the tuning fork is struck on a solid surface, the prongs A and B vibrate as indicated by the arrows. (i) Explain how a sound is produced and transmitted when the prongs are vibrating. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [3] (ii) After the tuning fork was struck on the solid surface, the sound from the tuning fork gradually gets quieter. State what happens to the tuning fork to cause this. .................................................................................................................................. .............................................................................................................................. [1] (iii) Another tuning fork is marked with 256 Hz, to indicate its frequency. State how the sound from this tuning fork compares with the sound from the tuning fork in Fig. 4.1. .................................................................................................................................. .............................................................................................................................. [2] [Total: 8] © UCLES 2013 0625/21/O/N/13 For Examiner’s Use 7 5 The apparatus in Fig. 5.1 is used to investigate temperature rise when some water is heated. + – lagging For Examiner’s Use heater beaker water Fig. 5.1 (a) Name the instrument used to measure the temperature of the water. ...................................................................................................................................... [1] (b) State the purpose of the lagging. .......................................................................................................................................... ...................................................................................................................................... [1] (c) Describe how the mass of the water may be determined, stating the apparatus you would use. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [4] (d) The heater is switched on and eventually the water starts to boil. State two things that may be observed about the water when it is boiling. 1. ...................................................................................................................................... 2. ...................................................................................................................................... [2] [Total: 8] © UCLES 2013 0625/21/O/N/13 [Turn over 8 6 (a) A ray of red light passes through a rectangular glass block, as shown in Fig. 6.1. A 45° glass block B 26° e Fig. 6.1 (i) What name describes what happens to the ray of light at B? .................................................................................................................................. (ii) On Fig. 6.1, the emergent ray is not drawn at the correct angle θ to the normal. State the correct value of the angle θ. θ = ...................................................... [2] © UCLES 2013 0625/21/O/N/13 For Examiner’s Use 9 (b) A ray of blue light is directed into a glass prism, as shown in Fig. 6.2. For Examiner’s Use screen air no air rm al of ray ght li blue glass prism Fig. 6.2 (i) Using your ruler, draw a possible path for the blue light, until it reaches the screen. (ii) The ray of blue light is replaced by a ray of red light. On Fig. 6.2, mark an X to show where the red light might hit the screen. [3] [Total: 5] © UCLES 2013 0625/21/O/N/13 [Turn over 10 7 Fig. 7.1 is a ray diagram for a converging lens. For Examiner’s Use object image Fig. 7.1 (a) On Fig. 7.1, clearly mark and label (i) the focal length of the lens, (ii) one principal focus of the lens (use the letter F). [2] (b) The following can be used to describe the image formed by a lens. enlarged diminished inverted upright image distance greater than object distance image distance less than object distance Put ticks in the boxes containing descriptions that apply to the image in Fig. 7.1. [3] (c) On Fig. 7.1, draw one more ray from the top of the object to the top of the image. [1] [Total: 6] © UCLES 2013 0625/21/O/N/13 11 8 Fig. 8.1 shows the outline of a bar magnet. A compass needle is being used to show the magnetic field pattern around the bar magnet. The needle is a small, freely-pivoted magnet. N For Examiner’s Use S Fig. 8.1 (a) The compass is placed to the left of the N pole of the magnet. Its needle points in the direction shown by the arrow. Four other positions are indicated around the magnet, each marked by a circle. In each circle, draw an arrow to indicate the direction in which the compass needle would point at each of these positions. Other magnetic fields can be ignored. [4] (b) Five pieces of metal are placed, in turn, near the S pole of the magnet. In the table below tick the box that states what happens to each of the different metals. An example has been given to help you. type of metal attracted by magnet repelled by magnet no effect ✓ gold aluminium copper iron steel [4] [Total: 8] © UCLES 2013 0625/21/O/N/13 [Turn over 12 9 Fig. 9.1 shows a series circuit. The resistances of the ammeter and of the battery may be ignored. 6.0 V reading 250 mA A X Fig. 9.1 (a) What is component X? Tick one box. bell fuse relay resistor [1] (b) State the value of (i) the e.m.f. of the battery, .............................................................................. (ii) the potential difference across component X, ............................................ (iii) the current in the circuit. ............................................................................. [3] (c) Use values from Fig. 9.1 to calculate the resistance of component X. Give the unit. resistance = .................................................. [4] © UCLES 2013 0625/21/O/N/13 For Examiner’s Use 13 (d) A resistor R is connected in parallel with component X. For Examiner’s Use State what effect, if any, this has on (i) the total resistance of the circuit, .................................................................................................................................. (ii) the reading on the ammeter, .................................................................................................................................. (iii) the current in component X. .................................................................................................................................. [3] [Total: 11] © UCLES 2013 0625/21/O/N/13 [Turn over 14 10 The transformer in Fig. 10.1 is to be connected to a circuit containing two electric motors. 240 V primary coil 4800 turns secondary coil output 18 V Fig. 10.1 To operate at full speed, each motor requires a voltage of 18 V. At a lower voltage the motors will operate but at a lower speed. (a) On Fig. 10.1, draw the two motors connected in parallel across the output of the transformer. Use the circuit symbol M to represent each motor. [1] (b) Calculate the number of turns needed in the secondary coil in order to supply 18 V. number of turns = .................................................. [3] (c) The motors are now connected in series across the output of the transformer. State the effect on the motors. .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 5] © UCLES 2013 0625/21/O/N/13 For Examiner’s Use 15 11 A radiation detector is used to monitor the radiation from a radioactive source. A ratemeter records the number of counts per minute. For Examiner’s Use (a) The source is brought close to the detector. The table below shows how the ratemeter reading varies with time. time / s 0 20 40 60 80 100 120 140 160 180 ratemeter reading counts / min 300 230 184 142 108 92 74 60 50 42 count rate due to source counts / min 280 54 40 30 22 (i) 164 88 The bottom row gives the count rate due only to the source. Fill in the missing values. (ii) [1] From the table, estimate the half-life of the radioactive source. half-life = ............................................... s [2] (b) Even when the source is a long way from the detector, the ratemeter registers a reading of 20 counts / min. Suggest a cause of this 20 counts / min. .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 4] Question 12 is on the next page. © UCLES 2013 0625/21/O/N/13 [Turn over 16 212 12 (a) How many protons are in the nucleus of an atom of 84Po? ............................ 212 (b) How many neutrons are in the nucleus of an atom of 84Po? .......................... (c) (i) (ii) [1] [1] For Examiner’s Use 212 How many electrons are in a neutral atom of 84Po? ............................... Where in the atom are these electrons to be found? .................................................................................................................................. [2] 212 (d) When a nucleus of 84Po decays by emitting an alpha-particle, it becomes a nucleus of lead (Pb). The equation below represents this process. 212 84Po X Y Pb 4 + 2α Deduce the values of X and Y. X = .......................... Y = .......................... [2] [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. 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 0625/21/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 1 1 8 5 8 9 6 1 7 6 * 0625/22 PHYSICS October/November 2013 Paper 2 Core 1 hour 15 minutes 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. Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 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 16 printed pages. DC (NF/JG) 64874/6 © UCLES 2013 [Turn over 2 1 A slope is made by resting one end of a plank of wood on a block, as shown in Fig. 1.1. plank For Examiner’s Use trolley Fig. 1.1 Three students each use a digital stopwatch to time a small trolley rolling down the full length of the slope. The times on their stopwatches as the trolley reached the bottom of the slope are shown in Fig. 1.2. min sec 1/100 student 1 time = ....................... s min sec 1/100 time = ....................... s student 2 min sec 1/100 student 3 time = ....................... s Fig. 1.2 (a) On the line next to each stopwatch, write the time measured by each student. © UCLES 2013 0625/22/O/N/13 [1] 3 (b) Calculate the average time measured for the trolley to roll down the slope. Show your working. For Examiner’s Use average time = ............................................... s [2] (c) What other measurement must be taken in order to be able to calculate the average speed of the trolley? ..................................................................................................................................... [1] (d) Suggest one change that might be made to the arrangement in Fig. 1.1 so that the same trolley takes less time to roll down the full length of the slope. ..................................................................................................................................... [1] [Total: 5] © UCLES 2013 0625/22/O/N/13 [Turn over 4 2 A lorry travels at constant speed for 50 s and then steadily slows down, taking another 50 s to come to a stop. Fig. 2.1 is the speed-time graph for the 100 s. 10 speed m/s 8 6 4 2 0 0 10 20 30 40 50 60 70 80 time / s 90 100 Fig. 2.1 (a) Calculate the distance travelled by the lorry in the first 50 s. distance = ............................................. m [3] (b) Calculate the distance travelled between 50 s and 100 s. distance = ............................................. m [2] (c) Calculate the total distance travelled. distance = ............................................. m [1] © UCLES 2013 0625/22/O/N/13 For Examiner’s Use 5 (d) (i) A car takes 60 s to travel the distance calculated in (c) at a constant speed. For Examiner’s Use Calculate the speed of the car. speed = .................................................. [3] (ii) On Fig. 2.1, draw the speed-time graph for the 60 s at this constant speed. [2] [Total: 11] 3 (a) (i) State one example of a fuel in which chemical energy is stored. ............................................................................................................................. [1] (ii) State one example of a renewable source of energy. ............................................................................................................................. [1] (iii) State one energy resource that involves liquid water (not steam). ............................................................................................................................. [1] (b) State two reasons why it is important that nations investigate energy resources other than fossil fuels (coal, oil, natural gas). 1. ...................................................................................................................................... .......................................................................................................................................... 2. ...................................................................................................................................... .......................................................................................................................................... [2] [Total: 5] © UCLES 2013 0625/22/O/N/13 [Turn over 6 4 (a) Fig. 4.1 shows a boy in four positions on a flat floor. For Examiner’s Use Fig. 4.1 (i) Put a tick in the box under the position where the boy is exerting the least pressure on the floor. (ii) State the reason for your answer to (a)(i). .................................................................................................................................. .................................................................................................................................. [2] (b) The pressure of carbon dioxide in a container is being measured by means of a mercury manometer. This is shown in Fig. 4.2. gas cylinder carbon dioxide h mercury manometer Fig. 4.2 (i) How does the pressure of the carbon dioxide compare with atmospheric pressure? Complete the sentence below. The pressure of the carbon dioxide is .......................................................... the atmospheric pressure. [1] (ii) The atmospheric pressure increases. State what happens to the value of the distance h, shown on Fig. 4.2. ............................................................................................................................. [1] [Total: 4] © UCLES 2013 0625/22/O/N/13 7 5 Fig. 5.1 shows a wave on a water surface, at a particular instant. For Examiner’s Use Fig. 5.1 (a) On Fig. 5.1, measure carefully, in mm, the wavelength of the wave. wavelength = ............................................ mm [2] (b) State what is meant by (i) the frequency of a wave, .................................................................................................................................. .................................................................................................................................. (ii) the amplitude of a wave. .................................................................................................................................. .................................................................................................................................. [3] (c) A large barrier, of height greater than the height of the wave in Fig. 5.1, is put in the path of the wave. What, if anything, does this do to the wave? Tick one box. It diffracts the wave. It does nothing to the wave. It reflects the wave. It refracts the wave. [1] [Total: 6] © UCLES 2013 0625/22/O/N/13 [Turn over 8 6 (a) A certain mass of water at 20 °C is heated using a 30 W immersion heater. The same mass of glycerol at 20 °C is heated using the same 30 W immersion heater. Initially the temperature rises at 4 °C per minute. Initially the temperature rises at 8 °C per minute. Eventually, the temperature stops rising at 100 °C. Eventually, the temperature stops rising at 290 °C. State and explain (i) which has the greater boiling point, water or glycerol, statement ................................................................................................................. explanation ............................................................................................................... .................................................................................................................................. (ii) which has the greater thermal capacity, the water or the glycerol. statement ................................................................................................................. explanation ............................................................................................................... .................................................................................................................................. [3] (b) Fig. 6.1 shows a cross-section through a room. ceiling wall window metal case hot water floor Fig. 6.1 © UCLES 2013 0625/22/O/N/13 For Examiner’s Use 9 The room is heated by a heater containing hot water. The heater is mounted on one wall, as shown. (i) For Examiner’s Use By what process does thermal energy pass through the metal case of the heater in Fig. 6.1? ............................................................................................................................. [1] (ii) State the two main processes by which the thermal energy from the heater is transferred to the whole room. 1. ............................................................................................................................... 2. ............................................................................................................................... [2] (iii) One of the processes in (b)(ii) involves the air moving. On Fig. 6.1, draw arrows to show how the air moves in the room. [2] [Total: 8] © UCLES 2013 0625/22/O/N/13 [Turn over 10 7 Fig. 7.1 shows circuit symbols for four electrical components. For Examiner’s Use W X Y Z Fig. 7.1 (a) In the box next to each component, write the name of that component. [4] (b) In the space below, draw a circuit diagram that shows these four components connected in series with an ammeter. [2] (c) The reading on the ammeter is gradually increased. Which one of the components is adjusted in order to do this? Tick one box. W X Y Z [1] [Total: 7] © UCLES 2013 0625/22/O/N/13 11 8 An IGCSE Physics student is set a puzzle by his teacher. He is given four rods, A, B, C and D, all painted white. He is told that two rods are permanent magnets, another rod is made of iron and the final rod is made of copper. His teacher asks him to find out, by experiment, which rod is which. For Examiner’s Use Fig. 8.1 shows the results the student obtains when he puts the rods next to each other. A B repel A C attract B D no effect Fig. 8.1 (a) Which two rods are magnets? ............................. and ............................. [1] (b) Which is the iron rod? .................................... [1] (c) Which is the copper rod? ............................... [1] (d) What will be the result of putting (i) B and C end to end, ....................................................................................... (ii) C and D end to end? ...................................................................................... [2] [Total: 5] © UCLES 2013 0625/22/O/N/13 [Turn over 12 9 Fig. 9.1 shows a thick, vertical copper rod AB, of negligible resistance, connected into an electrical circuit. AB passes through a hole in a horizontal card PQRS. 41 A Q R + d.c. power supply – S P B Fig. 9.1 (a) The d.c. power supply produces a current in the circuit, which causes a magnetic field around AB. (i) Fig. 9.2 shows the view from above of the card PQRS, with the hole through which AB passes. Q R P S Fig. 9.2 On Fig. 9.2, draw the pattern of the magnetic field around AB. Include at least four magnetic field lines. [3] © UCLES 2013 0625/22/O/N/13 For Examiner’s Use 13 (ii) Describe briefly how the pattern of the magnetic field may be shown experimentally. .................................................................................................................................. For Examiner’s Use .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [2] (b) The d.c. power supply contains a circuit breaker that operates at a current of 5 A. (i) What is the purpose of the circuit breaker? .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [1] (ii) The power supply is set at 12 V and then switched on. The resistor has a resistance of 4 Ω. 1. Calculate the current in the circuit of Fig. 9.1. current = .................................................... A 2. Deduce what, if anything, happens to the circuit breaker. .................................................................................................................................. .................................................................................................................................. [4] [Total: 10] © UCLES 2013 0625/22/O/N/13 [Turn over 14 10 Fig. 10.1 shows a ray of light incident on a plane mirror at point A. For Examiner’s Use mirror ray of light mirror A Fig. 10.1 (a) The construction in this question requires you to draw rays carefully. On Fig. 10.1, (i) draw the normal to the mirror at A, (ii) draw the ray reflected at A, (iii) label the angles of incidence i and reflection r at A, using the letters i and r. [3] (b) Which of the following equations correctly links i and r? Tick one box. i + r = 90° i + r = 180° i=r [1] (c) A second mirror is positioned as shown in Fig. 10.1, parallel to the first mirror. (i) Continue the ray reflected from A, to show what happens to it after it reaches the second mirror. [2] (ii) State how the direction of the ray, after it has reflected from both mirrors, compares with its original direction. ............................................................................................................................. [1] [Total: 7] © UCLES 2013 0625/22/O/N/13 15 11 (a) Radon-220 is a radioactive gas. It decays by emitting α-particles. An α-particle is a helium nucleus. (i) For Examiner’s Use What four particles together make up an α-particle? .................................................................................................................................. (ii) Suggest one reason why the fact that radon-220 is a gas makes it potentially more dangerous than an α-emitting solid source of similar activity. .................................................................................................................................. .................................................................................................................................. [4] (b) In the situations illustrated in Fig. 11.1, the radioactive source is emitting α-particles, β-particles and γ-rays. The detector is sensitive to all three types of radiation. The apparatus is in air. A radioactive source thick aluminium B radiation detector thick paper 2 cm 1 cm C D 1 cm 15 cm Fig. 11.1 (not to scale) Ignore background radiation. State one of the situations, A, B, C or D where (i) α-particles are detected, .............................. (ii) only β-particles and γ-rays are detected, ............................ (iii) only γ-rays are detected, ............................ (iv) α-particles, β-particles and γ-rays are all detected. .............................. [4] [Total: 8] © UCLES 2013 0625/22/O/N/13 [Turn over 16 12 Fig. 12.1 shows a locked box. For Examiner’s Use Fig. 12.1 (a) Suggest what is stored in this box. ..................................................................................................................................... [1] (b) Suggest why the box is locked. .......................................................................................................................................... ..................................................................................................................................... [1] (c) The interior of the box is lined with thick lead. Suggest the reason for this. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [2] [Total: 4] 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 0625/22/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 0 1 8 5 7 7 1 7 3 8 * 0625/23 PHYSICS October/November 2013 Paper 2 Core 1 hour 15 minutes 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. Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 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 16 printed pages DC (SLM/SW) 64841/5 © UCLES 2013 [Turn over 2 1 A ruler is used to measure the length of a piece of cotton, as shown in Fig. 1.1. For Examiner’s Use cotton 0 cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Fig. 1.1 (not actual size) (a) Use the ruler in Fig. 1.1 to find the length of the piece of cotton. length = ............................................ cm [2] (b) The left-hand end of the cotton is moved to the 1.0 cm mark on the ruler. On Fig. 1.1, mark clearly and carefully, with an arrow, where the right-hand end will reach on the ruler. [1] (c) The piece of cotton is wound around a wooden rod. The rod has a square cross-section. The cotton goes around the rod exactly 3 times, as shown in Fig. 1.2. Fig. 1.2 Calculate the thickness of the square wooden rod. thickness = ............................................ cm [3] [Total: 6] © UCLES 2013 0625/23/O/N/13 3 2 Fig. 2.1 shows two athletes training for a race. For Examiner’s Use Fig. 2.1 They run up a hill at steady speed. (a) During the run up the hill, (i) which form of energy decreases, .................................................................................................................................. (ii) which form of energy increases? .................................................................................................................................. [2] (b) State the three quantities that need to be known in order to calculate the useful power of one of the athletes. 1. ...................................................................................................................................... 2. ...................................................................................................................................... 3. ...................................................................................................................................... [2] (c) The two athletes run side-by-side all the way to the top of the hill, but one athlete develops more useful power than the other. Suggest a reason for this difference. .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 5] © UCLES 2013 0625/23/O/N/13 [Turn over 4 3 An explosion at X in a quarry is heard by a boy at Y and a girl at Z. Their relative positions are shown in Fig. 3.1. girl explosion X rock face boy Z Y quarry 1700 m Fig. 3.1 (not to scale) (a) The girl hears the explosion 5.0 s after she sees the explosion happening. (i) Explain why there is a delay between seeing and hearing the explosion. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [1] (ii) The girl is standing 1700 m from the explosion site X. Calculate the speed of sound. speed of sound = .................................................. [4] © UCLES 2013 0625/23/O/N/13 For Examiner’s Use 5 (b) The boy is standing at Y, between the explosion site and the girl. (i) For Examiner’s Use When does he hear the explosion? Tick one box. immediately it happens before the girl at the same time as the girl  later than the girl (ii) [1] How does the sound heard by the boy compare with the sound heard by the girl? Tick one box. The sound heard by the boy is quieter. The sounds are equally loud. The sound heard by the boy is louder.  [1] [Total: 7] © UCLES 2013 0625/23/O/N/13 [Turn over 6 4 Fig. 4.1 shows a common laboratory instrument. –10 0 10 20 30 40 50 For Examiner’s Use 60 70 80 90 100 110 °C Fig. 4.1 (a) State the name of this instrument. ...................................................................................................................................... [1] (b) What does this instrument measure? ...................................................................................................................................... [1] (c) Suggest the liquid that this instrument contains. ...................................................................................................................................... [1] (d) What must be done in order to make the instrument give a zero reading? .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] (e) What happens within the instrument to make it give a reading larger than zero? .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 6] © UCLES 2013 0625/23/O/N/13 7 5 (a) Fig. 5.1 shows a small object in front of a vertical plane mirror. For Examiner’s Use plane mirror object P Fig. 5.1 On Fig. 5.1, (i) mark carefully with a clear cross, labelled I, where the image of the object is located, [2] (ii) draw the path of a ray from the object to point P on the mirror, and its path after the ray is incident on the mirror, [2] (iii) mark clearly the angle of incidence i and the angle of reflection r at P. [2] (b) When you look into a mirror, you see an image of your face. State two characteristics of the image you see. 1. ...................................................................................................................................... 2. ...................................................................................................................................... [2] (c) If you look from a brightly-lit room into a thick glass window when it is dark outside, you can see two images of your face. Suggest why there are two images. .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 9] © UCLES 2013 0625/23/O/N/13 [Turn over 8 6 Fig. 6.1 shows two light, uncharged balls A and B suspended next to each other on vertical, insulating threads. A B Fig. 6.1 (a) A and B are each given a positive charge. (i) How will the two threads appear? Tick one box. both still vertical further apart at the bottom closer together at the bottom (ii) Explain your answer to (a)(i). .................................................................................................................................. .................................................................................................................................. [2] (b) The charge on A is made negative, but B remains positively charged. (i) How will the two threads appear? Tick one box. both still vertical further apart at the bottom closer together at the bottom (ii) Explain your answer to (b)(i). .................................................................................................................................. .................................................................................................................................. [2] © UCLES 2013 0625/23/O/N/13 For Examiner’s Use 9 (c) Ball A remains negatively charged and ball B remains positively charged. A rod with a large positive charge is positioned to the left of A. For Examiner’s Use State what happens to A and to B. ball A ................................................................................................................................ ball B ................................................................................................................................ [2] [Total: 6] 7 Three methods of transfer of thermal energy are conduction, convection and radiation. (a) Which one is involved when thermal energy is transferred through a solid? ...................................................................................................................................... [1] (b) Which one can occur only in a liquid or a gas? ...................................................................................................................................... [1] (c) Which two are impossible in a vacuum? ............................................................... and ............................................................... [2] [Total: 4] © UCLES 2013 0625/23/O/N/13 [Turn over 10 8 In alphabetical order, some major regions of the electromagnetic spectrum are For Examiner’s Use gamma, infra-red, radio, ultra-violet, visible, X-rays. (a) List these regions in order of decreasing wavelength. The first one has been filled in for you. radio longest wavelength ....................................................... ....................................................... ....................................................... ....................................................... ....................................................... shortest wavelength ....................................................... [2] (b) Where in this list would you insert microwaves? ...................................................................................................................................... [1] (c) A microwave oven is one device that makes use of microwaves. Explain why the design of microwave ovens must include effective screening, so that microwaves do not escape. .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [1] (d) Suggest one other use for microwaves. ...................................................................................................................................... [1] [Total: 5] © UCLES 2013 0625/23/O/N/13 11 9 A 6.0 V battery is connected as shown in the circuit of Fig. 9.1. 6.0 V P 0.3 A For Examiner’s Use X Q 10 1 10 1 R Fig. 9.1 (a) The current to the right of point P is 0.3 A. An ammeter is inserted into the circuit. What value will the ammeter show when it is inserted (i) at Q, ......................................................................................................................... (ii) at R? ......................................................................................................................... [2] (b) Calculate the potential difference (p.d.) across one of the 10 Ω resistors. potential difference = .............................................. V [3] (c) (i) State the name of the component labelled X. .............................................................................................................................. [1] (ii) Deduce the value of the resistance of X when the 6.0 V battery is supplying 0.3 A to the circuit. resistance = .............................................. Ω [1] (iii) What happens to the current in the circuit when the resistance of X is increased? .............................................................................................................................. [1] [Total: 8] © UCLES 2013 0625/23/O/N/13 [Turn over 12 10 (a) Fig. 10.1 shows a light-dependent resistor (LDR) connected with a 1000 Ω resistor to form a potential divider. 1000 1 + 12.0 V d.c. – LDR Fig. 10.1 • In daylight, the LDR has a resistance much lower than 1000 Ω. • In the dark, the LDR has a resistance much higher than 1000 Ω. (i) What is the potential difference across the LDR when it is dark? Tick one box. 0V greater than 0 V but less than 6.0 V exactly 6.0 V greater than 6.0 V but less than 12.0 V 12.0 V (ii) Explain your answer to (a)(i). .................................................................................................................................. .................................................................................................................................. [3] © UCLES 2013 0625/23/O/N/13 For Examiner’s Use 13 (b) Fig. 10.2 shows the potential divider of Fig. 10.1 connected to a relay and a lamp. 1000 1 For Examiner’s Use lamp + 12 V d.c. – LDR switch in relay relay coil 2000 1 Fig. 10.2 In order to close the switch in the relay, there must be at least 6.0 V across the relay coil. (i) At a certain time, the potential difference across the relay coil is greater than 6.0 V. Describe how this potential difference causes the switch to close. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [3] (ii) What happens to the lamp when the switch in the relay is closed? .............................................................................................................................. [1] (c) (i) The circuit of Fig. 10.2 is positioned in a laboratory. Use your answers to (a) and (b) to deduce the condition in the laboratory that will cause the lamp to glow. Complete the sentence below. The lamp will glow when .......................................................................................... .............................................................................................................................. [1] (ii) A similar circuit in the laboratory has a thermistor instead of the LDR. Which one of the following will cause this circuit to switch the lamp on or off? Tick one box. change in temperature change in light level change in sound level change in air pressure change in background radiation [1] [Total: 9] © UCLES 2013 0625/23/O/N/13 [Turn over 14 11 (a) Fig. 11.1 shows an arrangement to monitor the level of the fuel in the tank of a car. level indicator detector of radioactive emissions tank fuel plastic float containing radioactive source Fig. 11.1 (i) Suggest why the radioactive source in the float is unlikely to be an α-particle emitter. .................................................................................................................................. .............................................................................................................................. [1] (ii) Explain why the detector gives different readings for different fuel levels. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [1] (iii) Comment on the value of the half-life of the radioactive source used in the float. .................................................................................................................................. .............................................................................................................................. [1] © UCLES 2013 0625/23/O/N/13 For Examiner’s Use 15 (b) Radium-226 ( 226 88Ra) decays according to the equation below, emitting a particle X. 226 88Ra (i) 222 86Rn + particle X For Examiner’s Use How many protons are there in a nucleus of radium-226? .............................................................................................................................. [1] (ii) How many neutrons are there in a nucleus of radium-226? .............................................................................................................................. [2] (iii) From the equation, deduce the nature of particle X. Particle X is ............................................... . [2] [Total: 8] © UCLES 2013 0625/23/O/N/13 [Turn over 16 12 Fig. 12.1 shows a simple transformer. For Examiner’s Use core 240 V coil B 250 turns coil A 5000 turns Fig. 12.1 Coil A has 5000 turns and coil B has 250 turns. (a) Name a suitable material for (i) the core, ................................................................................................................... (ii) the coils. ................................................................................................................... [2] (b) Coil A is connected to a 240 V alternating voltage. Calculate the output voltage across coil B. output voltage = .............................................. V [3] (c) Three lamps each require a voltage equal to the output voltage of coil B in order to operate at full brightness. On Fig. 12.1, show these three lamps, suitably connected to run at full brightness. Use the standard circuit symbol for each lamp. [2] [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 2013 0625/23/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 1 1 3 6 9 7 5 0 6 8 * 0625/31 PHYSICS October/November 2013 Paper 3 Extended 1 hour 15 minutes 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. Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 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 20 printed pages. DC (NF/SW) 65162/6 © UCLES 2013 [Turn over 2 1 (a) State Hooke’s law. .......................................................................................................................................... ..................................................................................................................................... [1] (b) Fig. 1.1 shows a graph of the stretching force F acting on a spring against the extension x of the spring. 250 200 F /N 150 100 50 0 0 10 20 30 40 50 60 70 x / mm 80 Fig. 1.1 (i) State the features of the graph that show that the spring obeys Hooke’s law. .................................................................................................................................. ............................................................................................................................. [1] (ii) Calculate k, the force per unit extension of the spring. k = ................................................... [3] © UCLES 2013 0625/31/O/N/13 For Examiner’s Use 3 (iii) The limit of proportionality of the spring is reached at an extension of 50 mm. Continue the graph in Fig. 1.1 to suggest how the spring behaves when the stretching force is increased to values above 125 N. [1] (iv) For Examiner’s Use Another spring has a smaller value of k. This spring obeys Hooke’s law for extensions up to 80 mm. On the grid of Fig. 1.1, draw a possible line of the variation of F with x for this spring. [1] [Total: 7] © UCLES 2013 0625/31/O/N/13 [Turn over 4 2 A train has a total mass of 7.5 × 105 kg. (a) The train accelerates from rest at a constant rate along a straight, horizontal track. It reaches a speed of 24 m / s in 60 s. Calculate (i) the train’s acceleration, acceleration = .................................................. [2] (ii) the resultant force acting on the train. force = .................................................. [2] (b) The train now travels with a constant speed of 24 m / s along a straight, horizontal track. The total force opposing the motion due to friction and air resistance is 7.2 × 104 N. (i) By considering the work done by the train’s engine in 1.0 s, calculate its output power. power = .................................................. [2] © UCLES 2013 0625/31/O/N/13 For Examiner’s Use 5 (ii) The train begins to travel up a slope. Explain why the power of the train’s engine must be increased to maintain the speed of 24 m / s. For Examiner’s Use .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [3] [Total: 9] © UCLES 2013 0625/31/O/N/13 [Turn over 6 3 (a) (i) Write down the names of three man-made devices in everyday use that depend, for their action, upon the moments of forces. 1. ............................................................................................................................... 2. ............................................................................................................................... 3. ............................................................................................................................... [2] (ii) Fig. 3.1 shows a uniform rod AB acted upon by three equal forces F. F F A B F Fig. 3.1 State two reasons why the rod is not in equilibrium. 1. ............................................................................................................................... 2. ............................................................................................................................... [2] © UCLES 2013 0625/31/O/N/13 For Examiner’s Use 7 (b) Fig. 3.2 shows a uniform rod PQ, supported at its centre and held in a horizontal position. The length of PQ is 1.00 m. For Examiner’s Use 1.00 m 0.30 m P Q S 12 N Fig. 3.2 A force of 12 N acts at a distance of 0.30 m from the support. A spring S, fixed at its lower end, is attached to the rod at Q. (i) Calculate the force exerted on PQ by the spring. force = .................................................. [2] (ii) Explain why it is not necessary to know the weight of PQ. .................................................................................................................................. ............................................................................................................................. [1] [Total: 7] © UCLES 2013 0625/31/O/N/13 [Turn over 8 4 (a) State the energy changes that take place when (i) For Examiner’s Use a cyclist rides down a hill without pedalling, .................................................................................................................................. .................................................................................................................................. (ii) a cyclist pedals up a hill at a constant speed. .................................................................................................................................. .................................................................................................................................. [3] (b) A car of mass 940 kg is travelling at 16 m / s. (i) Calculate the kinetic energy of the car. kinetic energy = .................................................. [2] (ii) The car is brought to rest by applying the brakes. The total mass of the brakes is 4.5 kg. The average specific heat capacity of the brake material is 520 J / (kg °C). Calculate the rise in temperature of the brakes. Assume there is no loss of thermal energy from the brakes. rise in temperature = .................................................. [3] [Total: 8] © UCLES 2013 0625/31/O/N/13 9 5 One side of a copper sheet is highly polished and the other side is painted matt black. For Examiner’s Use The copper sheet is very hot and placed in a vertical position, as shown as in Fig. 5.1. copper sheet matt black side polished side left hand right hand Fig. 5.1 A student places her hands at equal distances from the sheet, as shown in Fig. 5.1. (a) Explain (i) why her hands are not heated by convection, .................................................................................................................................. ............................................................................................................................. [1] (ii) why her hands are not heated by conduction. .................................................................................................................................. ............................................................................................................................. [1] (b) State and explain which hand gets hotter. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [2] (c) It is suggested that one side of the copper sheet cools to a lower temperature than the other side. Explain why this does not happen. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [2] [Total: 6] © UCLES 2013 0625/31/O/N/13 [Turn over 10 6 (a) Complete the following statements by writing appropriate words in the spaces. For Examiner’s Use The pressure of a gas in a sealed container is caused by the collisions of ...................................... with the container wall. An increase in the temperature of the gas increases the pressure because the ...................................... of the ...................................... increases. The force on the wall due to the gas is the pressure multiplied by the .......................... of the wall. [2] (b) A mountaineer takes a plastic bottle containing some water to the top of a mountain. He removes the cap from the bottle, drinks all the water and then replaces the cap, as shown in Fig. 6.1. On returning to the base of the mountain, he finds that the bottle has collapsed to a much smaller volume, as shown in Fig. 6.2. Fig. 6.1 (i) Fig. 6.2 Explain why the bottle collapsed. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [2] © UCLES 2013 0625/31/O/N/13 11 (ii) At the top of the mountain the atmospheric pressure was 4.8 × 104 Pa and the volume of the bottle was 250 cm3. For Examiner’s Use Calculate the volume of the bottle at the base of the mountain where the pressure of the air inside the bottle is 9.2 × 104 Pa. Assume no change of temperature. volume = .................................................. [3] [Total: 7] © UCLES 2013 0625/31/O/N/13 [Turn over 12 7 (a) Fig. 7.1 shows the surface of water in a tank. barrier Fig. 7.1 Straight wavefronts are produced at the left-hand end of the tank and travel towards a gap in a barrier. Curved wavefronts travel away from the gap. (i) Name the process that causes the wavefronts to spread out at the gap. ............................................................................................................................. [1] (ii) Suggest a cause of the reduced spacing of the wavefronts to the right of the barrier. ............................................................................................................................. [1] (iii) State how the pattern of wavefronts to the right of the barrier changes when the gap is made narrower. ............................................................................................................................. [1] © UCLES 2013 0625/31/O/N/13 For Examiner’s Use 13 (b) Fig. 7.2 shows a wave travelling, in the direction of the arrow, along a rope. For Examiner’s Use 2.4 m Fig. 7.2 (i) Explain why the wave shown in Fig. 7.2 is described as a transverse wave. .................................................................................................................................. ............................................................................................................................. [1] (ii) The speed of the wave along the rope is 3.2 m / s. Calculate the frequency of the wave. frequency = .................................................. [3] [Total: 7] © UCLES 2013 0625/31/O/N/13 [Turn over 14 8 (a) Describe an experiment that shows how a magnet can be used to produce a current in a solenoid by electromagnetic induction. Sketch and label the arrangement of apparatus you would use. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [3] (b) Fig. 8.1 represents a transformer with primary coil P and secondary coil S, wound on an iron core. There is an alternating current in coil P. iron core P S Fig. 8.1 (i) State what happens in the iron core as a result of the alternating current in P. .................................................................................................................................. ............................................................................................................................. [2] © UCLES 2013 0625/31/O/N/13 For Examiner’s Use 15 (ii) Tick the box next to the correct description of the current in S. For Examiner’s Use higher frequency a.c. same frequency a.c. lower frequency a.c. rectified d.c. constant d.c. (iii) [1] Coil P has 50 turns of wire, an applied voltage of 12 V, and a current of 0.50 A. Coil S has 200 turns. Calculate the current in S. Assume the transformer is 100 % efficient. current = .................................................. [3] [Total: 9] © UCLES 2013 0625/31/O/N/13 [Turn over 16 9 (a) State the relationship between (i) the resistance R and the length L of a wire of constant cross-sectional area, .................................................................................................................................. (ii) the resistance R and the cross-sectional area A of a wire of constant length. .................................................................................................................................. [1] (b) A 60 W filament lamp X is connected to a 230 V supply, as shown in Fig. 9.1. 230 V X Fig. 9.1 Calculate the current in the filament. current = .................................................. [2] © UCLES 2013 0625/31/O/N/13 For Examiner’s Use 17 (c) Lamp Y has a filament made of the same metal as the filament of lamp X in (b). This filament has half the length and one-third of the cross-sectional area of the filament of X. For Examiner’s Use Lamp Y is also connected to a 230 V supply. Calculate the ratio current in filament of Y . Show your working. current in filament of X ratio = .................................................. [4] [Total: 7] © UCLES 2013 0625/31/O/N/13 [Turn over 18 10 (a) Fig. 10.1 shows an electron beam travelling, in a vacuum, towards the space between a pair of oppositely-charged parallel plates. electron beam + + + + + + + + + + – – – – – – – – – – Fig. 10.1 On Fig. 10.1, draw carefully the path of the beam between the plates and in the space to the right of the plates. [2] (b) The screen of a cathode-ray oscilloscope (c.r.o.) has a grid of 1 cm squares. Fig. 10.2 shows the trace of an alternating voltage on this screen. 1 cm 1 cm Fig. 10.2 (i) A potential difference of 5.0 V across the Y-plates of the oscilloscope moves the spot on the screen a vertical distance of 1.0 cm. Use Fig. 10.2 to determine the maximum p.d. across the Y-plates. maximum p.d. = .................................................. [1] © UCLES 2013 0625/31/O/N/13 For Examiner’s Use 19 (ii) The spot on the screen takes 1.0 ms to move 1.0 cm horizontally. From Fig. 10.2, determine the time for 1 cycle of the waveform on the screen, and use this time to find the frequency of the alternating voltage. For Examiner’s Use frequency = .................................................. [3] [Total: 6] © UCLES 2013 0625/31/O/N/13 [Turn over 20 11 (a) Describe the action of (i) For Examiner’s Use a NOT gate, ............................................................................................................................. [1] (ii) a thermistor. ............................................................................................................................. [1] (b) Fig. 11.1 shows a circuit that switches on a warning lamp when the temperature in an oven falls below a set value. thermistor warning lamp P R Fig. 11.1 Explain, with reference to the components in the circuit and point P, (i) why the warning lamp is on when the temperature in the oven is below the set value, .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [4] (ii) the effect of changing the resistance of R. .................................................................................................................................. ............................................................................................................................. [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 2013 0625/31/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 8 9 8 5 8 4 3 5 5 1 * 0625/32 PHYSICS October/November 2013 Paper 3 Extended 1 hour 15 minutes 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. Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 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 20 printed pages. DC (CW/CGW) 64811/6 © UCLES 2013 [Turn over 2 1 A school athlete does a sprint training run. Fig. 1.1 shows how her speed varies with time. 8 6 speed m/s 4 2 0 0 2 4 6 8 10 time / s Fig. 1.1 (a) Explain how the graph in Fig. 1.1 can be used to determine the distance she runs. .......................................................................................................................................... ...................................................................................................................................... [1] (b) Determine her maximum acceleration. Show clearly on the graph how you obtained the necessary information. maximum acceleration = .................................................. [4] © UCLES 2013 0625/32/O/N/13 For Examiner’s Use 3 (c) She runs a distance of 62 m. For Examiner’s Use Calculate her average speed. average speed = .................................................. [2] [Total: 7] © UCLES 2013 0625/32/O/N/13 [Turn over 4 2 Fig. 2.1 shows a model fire engine used by a student to take measurements of force and motion. model fire engine containing water tank jet of water FIRE light beams forcemeter 12 mm Fig. 2.1 The model projects a jet of water forwards. The forcemeter holds the model stationary. It indicates a force of 0.060 N acting on the model. The forcemeter is now disconnected and the model accelerates to the right at 0.030 m / s2. (a) The back of the model breaks a pair of light beams and the time to pass between them is measured electronically. The beams are 12 mm apart and the second beam is broken 0.080 s after the first. The student times with a stopwatch how long it takes from the release of the model until the beams are cut. Calculate the time he measures. time measured = .................................................. [4] © UCLES 2013 0625/32/O/N/13 For Examiner’s Use 5 (b) This experiment is carried out with the water tank in the model nearly full. For Examiner’s Use Calculate the mass of the model including the water in the tank. mass = .................................................. [2] (c) The student repeats the experiment with the same force but with the water tank nearly empty. State and explain how the acceleration will compare to that of the first experiment. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] [Total: 8] © UCLES 2013 0625/32/O/N/13 [Turn over 6 3 (a) (i) State one similarity and one difference between vector and scalar quantities. similarity ................................................................................................................... difference .............................................................................................................. [2] (ii) Give an example of each quantity. vector quantity .......................................................................................................... scalar quantity ...................................................................................................... [2] (b) Fig. 3.1 is an overhead view of two tractors pulling a tree trunk. tractors 30 000 N 20° tree trunk 20 000 N Fig. 3.1 The force exerted by each tractor is indicated in the diagram. In the space below, carefully draw a scale diagram to determine the resultant force on the tree trunk. State the scale you use. Write down the magnitude of the resultant force and the angle between the resultant force and one of the original forces. magnitude of resultant force = ...................................................... direction of resultant force = ...................................................... [4] [Total: 8] © UCLES 2013 0625/32/O/N/13 For Examiner’s Use 7 4 Fig. 4.1 shows a small, closed, transparent chamber containing smoke. For Examiner’s Use microscope smoke in chamber closed transparent chamber bright light Fig. 4.1 The chamber is brightly lit and observed through a microscope. The smoke particles are seen as very small, bright dots. (a) Describe the movement of the dots. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] (b) Explain, in terms of molecules, how this movement is caused. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] (c) Describe what is seen as the smoke particles move towards and away from the observer. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 5] © UCLES 2013 0625/32/O/N/13 [Turn over 8 5 Fig. 5.1 shows two identical metal cans, open at the top, used in an experiment on thermal energy. The outside of can A is polished and the outside of can B is painted black. polished surface black surface can A can B Fig. 5.1 (a) The cans are heated to the same temperature. Predict and explain the relative rates of loss of thermal energy by infra-red radiation from the two cans. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] (b) (i) A student is provided with the two cans, a supply of hot water and two thermometers. Describe the experiment he should carry out to test your answer to (a). .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [4] © UCLES 2013 0625/32/O/N/13 For Examiner’s Use 9 (ii) Another student is given the same equipment but finds two polystyrene tiles. Fig. 5.2 shows the tiles alongside the cans. polished surface polystyrene tiles For Examiner’s Use black surface can A can B Fig. 5.2 State how she could use the tiles to improve the experiment, and explain why this is effective. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [2] (c) The two cans are now filled with cold water and placed equal distances from a strong source of infra-red radiation. State and explain which can of water heats up more quickly. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] [Total: 10] © UCLES 2013 0625/32/O/N/13 [Turn over 10 6 (a) Draw a straight line from each wave to the most appropriate speed on the right. wave For Examiner’s Use speed 15 m / s (1.5 × 10 m / s) 300 m / s (3 × 102 m / s) light in air 1500 m / s (1.5 × 103 m / s) sound in air 1 500 000 m / s (1.5 × 106 m / s) sound in water 300 000 000 m / s (3 × 108 m / s) 1 500 000 000 m / s (1.5 × 109 m / s) [3] (b) Fig. 6.1 shows a railway-line testing-team checking a continuous rail of length 120 m. The diagram is not to scale. earphone sensor steel rail Fig. 6.1 (not to scale) © UCLES 2013 0625/32/O/N/13 hammer 11 One tester strikes one end of the rail with a hammer. The other tester hears the sound transmitted through the air and transmitted through the rail. He hears the two sounds at different times. For Examiner’s Use The speed of sound in steel is 5000 m / s. Calculate the time difference, using your value from (a) for the speed of sound in air. time difference = .................................................. [4] [Total: 7] © UCLES 2013 0625/32/O/N/13 [Turn over 12 7 (a) Fig. 7.1 shows a ray diagram of a converging lens forming the image I of the object O. C B A D O I observer’s eye Fig. 7.1 (i) Put a tick in two boxes in the following list to describe the image formed by the lens in Fig. 7.1. description place two ticks in this column real virtual magnified (enlarged) same size diminished (smaller) (ii) Which length, on Fig. 7.1, is the focal length of the lens? Circle one of the lengths below. AB BC BD CD [3] © UCLES 2013 0625/32/O/N/13 For Examiner’s Use 13 (b) In this question, you will apply the laws of reflection for a plane mirror to a curved mirror. This mirror is shown in Fig. 7.2. The normal at any point on this mirror is the line from that point to the point C. For Examiner’s Use mirror P O M C Fig. 7.2 Two rays have been drawn from the object O. On Fig. 7.2, (i) draw the normal to the mirror at M, [1] (ii) draw the ray reflected from M, [1] (iii) draw the ray reflected from P, [1] (iv) extend the reflected rays back to the right of the mirror and locate the image. Label this image I. [2] [Total: 8] © UCLES 2013 0625/32/O/N/13 [Turn over 14 8 (a) A piece of wire has a resistance of 0.45 Ω. Calculate the resistance of another piece of wire of the same material with a third of the length and half the cross-sectional area. resistance = .................................................. [3] (b) Fig. 8.1 shows a circuit with three resistors, a power supply and four voltmeters. power supply I1 V reading V1 11 I2 31 I3 I4 V V reading V2 reading V3 V reading V4 Fig. 8.1 © UCLES 2013 21 0625/32/O/N/13 For Examiner’s Use 15 (i) Calculate the combined resistance of the three resistors. For Examiner’s Use resistance = .................................................. [3] (ii) Write down two relationships for the currents in the circuit. [2] (iii) Write down two relationships for the voltmeter readings in the circuit. [2] [Total: 10] © UCLES 2013 0625/32/O/N/13 [Turn over 16 9 (a) An electrical safety expert is inspecting a laundry. The main workroom has a very hot and damp atmosphere. The safety expert recommends that normal domestic light switches, as shown in Fig. 9.1, are replaced. Fig. 9.1 (i) Explain why this recommendation is made. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [2] (ii) Suggest how the lights should be switched on and off. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [1] © UCLES 2013 0625/32/O/N/13 For Examiner’s Use 17 (b) Fig. 9.2 shows an aircraft being refuelled through a rubber hose. For Examiner’s Use Fig. 9.2 (i) Suggest how fuel flowing through the hose can cause a large build-up of electric charge on the aircraft. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [2] (ii) The aircraft is refuelled on a particular day when the tyres and wheels are wet. Explain why there will be no large build-up of charge in this case. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [1] [Total: 6] © UCLES 2013 0625/32/O/N/13 [Turn over 18 10 (a) (i) Fig. 10.1 shows the symbol for a logic gate. For Examiner’s Use Fig. 10.1 Name this logic gate. .................................................................................................................................. (ii) Draw the symbol for a NOR gate. [2] (b) (i) The two inputs of a NAND gate are both low (logic level 0). Write down the output state. .................................................................................................................................. (ii) One input of a NAND gate is low (logic level 0) and the other input is high (logic level 1). Write down the output state. .............................................................................................................................. [2] (c) A logic gate contains a number of components. Circle one of the following that is contained in a logic gate. thermistor transformer transistor transmitter [1] [Total: 5] © UCLES 2013 0625/32/O/N/13 19 11 Strontium-90 is a radioactive isotope that emits β-particles as it decays. The nuclear equation below shows this decay. a 0 b X + –1e 90 38 Sr For Examiner’s Use (a) Calculate (i) the value of a, a = ...................................................... (ii) the value of b. b = ...................................................... [2] (b) (i) Tick the element from the list below that is produced by this decay. element proton number selenium 34 bromine 35 krypton 36 rubidium 37 strontium 38 yttrium 39 zirconium 40 niobium 41 molybdenum 42 place one tick in this column [1] (ii) a The isotope b X is also radioactive and undergoes β-decay. State the name of the element that is produced by this decay. .............................................................................................................................. [1] Question 11 continues on the next page. © UCLES 2013 0625/32/O/N/13 [Turn over 20 (c) Three nuclei are represented as 83 42 X 209 83Y For Examiner’s Use 84 42Z State and explain which nuclei are isotopes of the same element. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] [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. 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 0625/32/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 6 3 8 4 5 6 5 0 2 1 * 0625/33 PHYSICS October/November 2013 Paper 3 Extended 1 hour 15 minutes 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. Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 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 18 printed pages and 2 blank pages. DC (SLM/JG) 64758/5 © UCLES 2013 [Turn over 2 1 An archaeologist digging at an ancient site discovers a spoon. The spoon is made from an unidentified material. (a) The archaeologist suspects that the spoon is made of metal. She places it above a flame, as shown in Fig. 1.1. Fig. 1.1 (i) She notices that the handle of the spoon quickly becomes very hot. State why this observation supports the suggestion that the spoon is made of metal. .................................................................................................................................. .............................................................................................................................. [1] (ii) Describe, in terms of its atoms, how thermal energy is transferred through a metal. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [3] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 3 (b) The archaeologist hopes that, by determining its density, she will be able to identify the metal. For Examiner’s Use Describe a method for determining the density of the metal from which the spoon is made. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [4] [Total: 8] © UCLES 2013 0625/33/O/N/13 [Turn over 4 2 A spring S is suspended from a clamp stand in a school laboratory. A student hangs various masses from the end of S and determines the extension x produced by each mass. (a) Calculate the weight of a 250 g mass. weight = ................................................. [2] (b) The student plots a graph of the force F applied to the spring against the extension x. Fig. 2.1 is the student’s graph. 6.0 5.0 F /N P 4.0 3.0 2.0 1.0 0 0 2 4 6 8 10 12 x / cm Fig. 2.1 At point P on the graph, the line begins to curve. (i) State the name given to point P. .................................................................................................................................. .............................................................................................................................. [1] (ii) Use the section of the graph where spring S obeys Hooke’s law (F = kx) to determine the spring constant k of the spring. k = ................................................. [2] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 5 (c) Fig. 2.2 shows a mass of 0.12 kg resting on the bottom of a box. box For Examiner’s Use spring mass Fig. 2.2 A spring that is identical to S connects the mass and one side of the box. Ignore friction between the mass and the box. (i) The box and the mass are at rest. State the resultant force acting on the mass. force = ................................................. [1] (ii) The box is firmly attached, in a horizontal position, to the body of a racing car. As the car accelerates the spring stretches by 2.0 cm. 1. Using Fig. 2.1, determine the tension in the spring. tension = ................................................. [1] 2. Calculate the acceleration of the mass produced by this tension. acceleration = ................................................. [2] [Total: 9] © UCLES 2013 0625/33/O/N/13 [Turn over 6 3 Fig. 3.1 shows a fork-lift truck lifting a crate on to a high shelf in a warehouse. crate fork-lift truck Fig. 3.1 The fork-lift truck lifts a crate of weight 640 N through a vertical distance of 3.5 m in 4.0 s. (a) Calculate the useful work done in lifting the crate. work done = ................................................. [2] (b) A motor drives a mechanism to lift the crate. The current in the motor is 25 A. The motor is connected to a 75 V battery. Calculate (i) the energy supplied to the motor in 4.0 s, energy = ................................................. [2] (ii) the overall efficiency of the fork-lift truck in lifting the crate. efficiency = ................................................. [2] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 7 (c) Not all of the energy supplied is used usefully in lifting the crate. For Examiner’s Use Suggest two mechanisms by which energy is wasted. 1. ..................................................................................................................................... 2. ................................................................................................................................ [2] [Total: 8] © UCLES 2013 0625/33/O/N/13 [Turn over 8 4 A child’s toy launches a model parachutist of mass 0.40 kg vertically upwards. The model parachutist reaches a maximum height of 8.5 m. (a) Calculate (i) the gravitational potential energy gained by the model parachutist, energy = ................................................. [2] (ii) the minimum possible speed with which the model parachutist was launched. speed = ................................................. [3] (b) In practice, the launch speed must be greater than the value calculated in (a)(ii). Explain why. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [2] (c) As the model parachutist returns to the ground, it loses gravitational potential energy. Explain what happens to this energy as the model parachutist falls through the air at constant speed. .......................................................................................................................................... ..................................................................................................................................... [1] [Total: 8] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 9 5 The Sun is a large sphere of high temperature gas. An extremely large quantity of energy radiates from the Sun into space every second. For Examiner’s Use (a) A process releases energy inside the Sun and its temperature stays high. State the name of this process. ..................................................................................................................................... [1] (b) A gardener stores water in a large, cylindrical metal drum. The drum is painted black and has no lid. On a bright, sunny day, the water evaporates quickly and the water level in the drum falls. (i) Suggest how, by using a drum of a different shape, the gardener can reduce the quantity of water lost by evaporation. .................................................................................................................................. ............................................................................................................................. [1] (ii) The gardener is told that, by painting the drum white, he can reduce the quantity of radiation absorbed and so reduce the rate of evaporation. Describe an experiment to show that black surfaces are better absorbers of radiation than white surfaces. You may include a diagram. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [4] [Total: 6] © UCLES 2013 0625/33/O/N/13 [Turn over 10 6 A student uses a 2400 W electric kettle to obtain a value for the specific heat capacity of sunflower oil. Fig. 6.1 shows the apparatus. thermometer measuring jug kettle plug watch Fig. 6.1 The student uses a measuring jug and pours 1.5 kg of sunflower oil into the empty kettle. He uses a thermometer to measure the temperature of the oil. The kettle is switched on and left on for 50 s. The temperature of the oil increases by 32 °C. The student assumes that all the electrical energy is transferred as thermal energy to the oil. (a) Calculate the value for the specific heat capacity of sunflower oil obtained by the student. specific heat capacity = ................................................. [4] (b) State and explain whether the value for the specific heat capacity obtained by the student is too large or too small. .......................................................................................................................................... ..................................................................................................................................... [1] [Total: 5] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 11 BLANK PAGE © UCLES 2013 0625/33/O/N/13 [Turn over 12 7 A ray of light from a laser passes from air into a clear, semi-circular, plastic block. Fig. 7.1 shows the ray entering the block. normal plastic block 40° light ray Fig. 7.1 The ray continues in the same direction and meets the middle of the opposite surface at an angle of 40 ° to the normal. The refractive index of the plastic is 1.5. (a) The ray continues into the air. Calculate the angle between the normal and the path taken by the light after it leaves the block. angle = ................................................. [3] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 13 (b) The frequency of the light produced by this laser is 3.8 × 1014 Hz and its wavelength in the plastic block is 5.3 × 10–7 m (0.000 53 mm). For Examiner’s Use Calculate (i) the speed of light in this plastic, speed = ................................................. [2] (ii) the speed of light in air. speed = ................................................. [2] (c) Explain why the ray does not change direction as it enters the plastic block. .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [2] [Total: 9] © UCLES 2013 0625/33/O/N/13 [Turn over 14 8 An a.c. power supply is connected in series with a metal-filament lamp. A cathode-ray oscilloscope (c.r.o.) is in parallel with the lamp, as shown in Fig. 8.1. Fig. 8.2 is the trace seen on the c.r.o. screen. power supply lamp cathode-ray oscilloscope Fig. 8.1 Fig. 8.2 A diode is inserted in the circuit, as shown in Fig. 8.3. power supply lamp cathode-ray oscilloscope Fig. 8.3 (a) (i) (ii) Fig. 8.4 On Fig. 8.4, draw the shape of the trace now seen on the screen. [2] Suggest a device that uses a diode in this way. ............................................................................................................................. [1] (b) State and explain the effect on the lamp of inserting the diode into the circuit. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [2] [Total: 5] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 15 9 The a.c. supply from a power station is connected to the primary coil of a transformer. The secondary coil is connected to long-distance transmission cables. For Examiner’s Use (a) The output voltage of the transformer is greater than the input voltage. Explain how a transformer produces this output voltage. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [4] (b) There are energy losses in the transmission cables. (i) Explain why the energy losses become greater when the length of the transmission cables is greater. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [2] (ii) Discuss the advantages and disadvantages of using transmission cables of greater cross-sectional area. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [2] [Total: 8] © UCLES 2013 0625/33/O/N/13 [Turn over 16 10 Fig. 10.1 shows a variable resistor (rheostat) and a solenoid (long coil) connected to a battery. variable resistor solenoid battery Fig. 10.1 The current in the solenoid produces a magnetic field. (a) (i) On Fig. 10.1, draw lines to show the pattern of the magnetic field due to the current. [2] (ii) State the feature of the pattern of the magnetic field lines that indicates the strength of the magnetic field at particular points. .................................................................................................................................. ............................................................................................................................. [1] (b) State and explain the effect on the magnetic field of increasing the resistance of the variable resistor. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [2] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 17 (c) In a laboratory vacuum chamber, some current-carrying coils produce a very strong magnetic field near a source of α-particles. For Examiner’s Use Fig. 10.2 shows the arrangement. uniform magnetic field into page _-particle source path of _-particles Fig. 10.2 (i) In the shaded region of Fig. 10.2, draw a possible path for the α-particles in the magnetic field. [2] (ii) State and explain the effect on this path of reversing the current in the coils. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [2] [Total: 9] © UCLES 2013 0625/33/O/N/13 [Turn over 18 11 In a laboratory at a nuclear power station, a radiation detector is connected to a computer. The readings recorded are displayed on the computer screen. The detector is switched on. Ten minutes later, at time t = 10 minutes, a small sample of radioactive material is removed from a nuclear reactor and placed near to the detector. Readings are recorded for a further 40 minutes. Fig. 11.1 shows the display. 90 80 count-rate counts / minute 70 60 50 40 30 20 10 0 0 10 20 30 40 50 time t / minutes Fig. 11.1 (a) Use Fig. 11.1 to determine the background count-rate in the laboratory. background count-rate = ................................................. [1] (b) Use Fig. 11.1 to determine the count-rate due to the radioactive sample (i) at t = 10 minutes, count-rate due to sample = ...................................................... (ii) at t = 19 minutes. count-rate due to sample = ...................................................... [2] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 19 (c) Use the values obtained in (b) to estimate the half-life of the radioactive sample. half-life = ................................................. [2] [Total: 5] © UCLES 2013 0625/33/O/N/13 For Examiner’s Use 20 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 0625/33/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 2 6 5 5 4 7 7 7 3 2 * 0625/51 PHYSICS October/November 2013 Paper 5 Practical Test 1 hour 15 minutes Candidates answer on the Question Paper. Additional Materials: As listed in the Confidential Instructions. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces at the top of the page. 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. 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. For Examiner’s Use 1 2 3 4 Total This document consists of 9 printed pages and 3 blank pages. DC (LEG/SW) 65805/7 © UCLES 2013 [Turn over 2 1 In this experiment, you will investigate the stretching of a spring. Carry out the following instructions, referring to Fig. 1.1 and Fig. 1.2. Do not move the large load that is on the bench. At the start of the experiment, the spring should not be attached to the forcemeter. clamp forcemeter unstretched spring spring load load bench bench Fig. 1.1 (a) (i) Fig. 1.2 Measure the unstretched length l 0 of the spring, in mm. l 0 = ................................................ mm (ii) On Fig. 1.1, mark clearly the distance you have measured. (iii) Attach the spring to the forcemeter, as shown in Fig. 1.2. The load must remain on the bench. (iv) Gently raise the forcemeter until it reads 1.0 N. Clamp the forcemeter in this position. Record the forcemeter reading F in Table 1.1. Measure, and record in the table, the new length l of the spring. (v) © UCLES 2013 Calculate the extension e of the spring using the equation e = (l – l0). Record the value of e in the table. 0625/51/O/N/13 For Examiner’s Use 3 (vi) Repeat steps (iv) and (v) using forcemeter readings of 2.0 N, 3.0 N, 4.0 N and 5.0 N. Record all the readings and results in the table. For Examiner’s Use Table 1.1 F/N l / mm e / mm [4] (b) Plot a graph of e / mm (y-axis) against F / N (x-axis). [4] (c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the necessary information. G = ................................................. [2] [Total: 10] © UCLES 2013 0625/51/O/N/13 [Turn over 4 2 In this experiment, you will investigate the cooling of a thermometer bulb. For Examiner’s Use Carry out the following instructions, referring to Figs. 2.1, 2.2 and 2.3. clamp thermometer in position A thermometer clamp water water Fig. 2.1 Fig. 2.2 thermometer in position B clamp water Fig. 2.3 Place the thermometer in the beaker of hot water, as shown in Fig. 2.1. (a) (i) When the thermometer reading stops rising, record the temperature θH of the hot water. θH = .................................................. [1] (ii) Quickly move the thermometer until the thermometer bulb is in position A, just above the beaker, as shown in Fig. 2.2. Immediately start the stopclock. (iii) After 30 s, measure the temperature θ shown on the thermometer. Record the time t = 30 s and the temperature reading in Table 2.1. (iv) Continue recording the time and temperature readings every 30 s until you have six sets of readings. © UCLES 2013 0625/51/O/N/13 5 Table 2.1 t/ Position A Position B θ/ θ/ For Examiner’s Use [5] (b) Complete the column headings in the table. (c) Replace the thermometer in the beaker of hot water. When the thermometer reading stops rising, record the temperature θH. θH = .................................................. [1] (d) (i) Quickly move the thermometer at least 10 cm away from the beaker to position B, as shown in Fig. 2.3. Immediately start the stopclock. (ii) After 30 s, measure the temperature θ shown on the thermometer. Record the temperature reading in Table 2.1. (iii) Continue recording the temperature every 30 s until you have six readings. (e) Describe briefly a precaution that you took in order to make the temperature readings reliable. .......................................................................................................................................... ...................................................................................................................................... [1] (f) A scientist is using this experiment as part of research into convection currents of air above hot water. Suggest two conditions that should be kept constant when this experiment is repeated. 1. ...................................................................................................................................... 2. ...................................................................................................................................... [2] [Total: 10] © UCLES 2013 0625/51/O/N/13 [Turn over 6 3 In this experiment, you will investigate the power of lamps in a circuit. Carry out the following instructions, referring to Fig. 3.1. power supply A X lamp 1 lamp 2 lamp 3 Y V Fig. 3.1 (a) (i) 1. Switch on. Measure and record the potential difference V1 across lamp 1 and the current I in the circuit. Switch off. V1 = ...................................................... I = ...................................................... [2] 2. Calculate the power P1 of lamp 1 using the equation P1 = IV1. P1 = .................................................. [1] (ii) 1. Disconnect the voltmeter and reconnect it to measure the potential difference V2 across lamp 2. Switch on to take the reading and then switch off. V2 = ...................................................... 2. Calculate the power P2 of lamp 2 using the equation P2 = IV2. P2 = ...................................................... [1] (iii) 1. Disconnect the voltmeter and reconnect it to measure the potential difference V3 across lamp 3. Switch on to take the reading and then switch off. V3 = ...................................................... 2. Calculate the power P3 of lamp 3 using the equation P3 = IV3. P3 = ...................................................... [1] © UCLES 2013 0625/51/O/N/13 For Examiner’s Use 7 (iv) 1. Disconnect the voltmeter. Reconnect the voltmeter to measure the potential difference V across all three lamps. Switch on to take the reading and then switch off. For Examiner’s Use V = ...................................................... 2. Calculate the total power PT of the three lamps using the equation PT = IV. PT = ...................................................... [1] (b) A student suggests that PT should be equal to P1 + P2 + P3. State whether your results support this suggestion and justify your answer by reference to the results. statement ......................................................................................................................... justification ....................................................................................................................... .......................................................................................................................................... [1] (c) (i) Draw a circuit diagram, similar to that in Fig. 3.1, to show • • • a variable resistor in series with the power supply, the three lamps in parallel with each other between X and Y, the voltmeter connected to measure the potential difference across the lamps. Use standard symbols. You are not asked to set up this circuit. [2] (ii) State the purpose of the variable resistor in this circuit. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [1] © UCLES 2013 0625/51/O/N/13 [Total: 10] [Turn over 8 4 In this experiment, you will determine the focal length of a converging lens. For Examiner’s Use Carry out the following instructions, referring to Fig. 4.1. illuminated object u v screen lens Fig. 4.1 (a) Place the lens a distance u = 30.0 cm from the illuminated object. Move the screen until a sharply focused image of the object is seen on the screen. (i) Measure the distance v between the centre of the lens and the screen. v = .................................................. [1] (ii) Calculate uv. uv = ...................................................... (iii) Calculate (u + v ). (u + v ) = ...................................................... [1] (iv) Calculate the focal length f of the lens using the equation f = uv . (u + v) f = .................................................. [1] © UCLES 2013 0625/51/O/N/13 9 (b) Repeat the steps in (a) using u = 40.0 cm. v = ...................................................... uv = ...................................................... u + v = ...................................................... f = ...................................................... [2] (c) (i) Check that u = 40.0 cm. Carefully move the screen backwards and forwards to obtain the range of v values for which the image is well focused. range of v values = ............................... to ............................... [1] (ii) From your results in parts (a) and (b), calculate an average value fAV for the focal length of the lens, giving your answer to a suitable number of significant figures for this experiment. fAV = .................................................. [2] (iii) State two precautions that you could take in this experiment to obtain reliable results. 1. ............................................................................................................................... .................................................................................................................................. 2. ............................................................................................................................... .................................................................................................................................. [2] [Total: 10] © UCLES 2013 0625/51/O/N/13 For Examiner’s Use 10 BLANK PAGE © UCLES 2013 0625/51/O/N/13 11 BLANK PAGE © UCLES 2013 0625/51/O/N/13 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 2013 0625/51/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 5 8 3 3 8 0 8 7 8 6 * 0625/52 PHYSICS October/November 2013 Paper 5 Practical Test 1 hour 15 minutes Candidates answer on the Question Paper. Additional Materials: As listed in the Confidential Instructions. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces at the top of the page. 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. 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. For Examiner’s Use 1 2 3 4 Total This document consists of 10 printed pages and 2 blank pages. DC (NF/JG) 65726/5 © UCLES 2013 [Turn over 2 1 In this experiment, you will investigate pendulums. For Examiner’s Use Carry out the following instructions, referring to Figs. 1.1 and 1.2. clamp clamp l bob one complete oscillation Fig. 1.1 Fig. 1.2 A pendulum has been set up for you. (a) Adjust the pendulum until its length l = 30.0 cm. The length l is measured to the centre of the bob. (b) Displace the pendulum bob slightly from its vertical position and release it so that it swings. Measure and record in Table 1.1 the time t for 20 complete oscillations of the pendulum (see Fig. 1.2). (c) Calculate the period T of the pendulum. The period is the time for one complete oscillation. Record the value of T in the table. (d) Adjust the length of the pendulum until its length l = 60.0 cm. Repeat steps (b) and (c). Table 1.1 l / cm t/s T/s 30.0 60.0 [4] © UCLES 2013 0625/52/O/N/13 3 (e) A student suggests that doubling the length l of the pendulum should double the period T. For Examiner’s Use State whether your results support this suggestion and justify your answer by reference to the results. statement ......................................................................................................................... justification ....................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... [2] (f) Another student suggests that l should be directly proportional to T 2. 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] (g) Remove the pendulum and replace it with the other pendulum provided. This pendulum has a mass that is double the mass of the first pendulum. Adjust the length of the pendulum until its length l = 30.0 cm. Repeat steps (b) and (c). Record the readings in Table 1.2. Table 1.2 l / cm t/s T/s 30.0 [1] (h) Suggest a conclusion about the effect of doubling the mass of the pendulum. .......................................................................................................................................... ..................................................................................................................................... [1] [Total: 10] © UCLES 2013 0625/52/O/N/13 [Turn over 4 2 In this laboratory investigation, you will investigate the cooling of water by four different methods. You are provided with a supply of hot water. Experiment A (cooling with stirring). (a) (i) Pour approximately 200 cm3 of the hot water supplied into beaker 1. Place the thermometer in the beaker of water. When the thermometer reading stops rising, record the temperature θ1. θ1 = ....................................................... (ii) Start the stopclock and stir the water for one minute. Record the temperature θ2 of the water. θ2 = ....................................................... (iii) Calculate the temperature difference (θ1–θ2). (θ1–θ2) = ...................................................... [3] Experiment B (cooling with pouring). (b) (i) Empty beaker 1. Pour approximately 200 cm3 of the hot water supplied into beaker 2. Place the thermometer in the beaker of water. When the thermometer reading stops rising, record the temperature θ3. θ3 = ....................................................... (ii) Remove the thermometer. Carefully pour the water from beaker 2 into beaker 1. Pour the water back into beaker 2. Repeat this process four times. (iii) Place the thermometer in the beaker of water. Record the temperature θ4 of the water. θ4 = ....................................................... (iv) Calculate the temperature difference (θ3– θ4). (θ3– θ4) = ....................................................... [1] Experiment C (cooling with a lid) and Experiment D (cooling without a lid). (c) (i) (ii) Empty both beakers. Pour approximately 200 cm3 of the hot water supplied into beaker 1. Place the thermometer in the beaker of water. When the thermometer reading stops rising, record the temperature θ5. θ5 = ....................................................... © UCLES 2013 0625/52/O/N/13 For Examiner’s Use 5 (iii) Pour approximately 200 cm3 of the hot water supplied into beaker 2. Place the thermometer in the beaker of water. When the thermometer reading stops rising, measure the temperature θ6. For Examiner’s Use θ6 = ....................................................... (iv) Place the lid on beaker 1. Start the stopclock. Allow both beakers to cool for 3 minutes. (v) At the end of the 3 minute cooling period, record the temperature θ7 of the water in beaker 1 and the temperature θ8 of the water in beaker 2. θ7 = ....................................................... θ8 = ....................................................... (vi) Calculate the temperature difference (θ5– θ7). (θ5– θ7) = ...................................................... (vii) Calculate the temperature difference (θ6– θ8). (θ6– θ8) = ....................................................... [3] (d) Rank the experiments 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 one condition that should be kept constant in order to provide reliable results. ..................................................................................................................................... [1] (f) A student complains that the investigation is not a fair comparison. Suggest one way in which the investigation could be made more fair. .......................................................................................................................................... ..................................................................................................................................... [1] [Total: 10] © UCLES 2013 0625/52/O/N/13 [Turn over 6 3 In this experiment, you will investigate the resistance of a wire. Carry out the following instructions, referring to Fig. 3.1 which shows the circuit that has been set up for you. power supply A x A B C resistance wire metre rule V Fig. 3.1 You are provided with a length of resistance wire AB. (a) (i) Place the sliding contact C on the resistance wire AB at a distance x from A, where x = 0.200 m. (ii) Record the value of x in Table 3.1. (iii) Switch on. Measure the potential difference V across the wire between A and C. Record the value of V in Table 3.1. (iv) Measure the current I in the wire. I = .................................................. [1] (v) Take the sliding contact away from the wire AB and switch off. (vi) Calculate the resistance R of the section AC of the wire using the equation R = V . I Record R in Table 3.1. Table 3.1 x/m V /V R/Ω [3] © UCLES 2013 0625/52/O/N/13 For Examiner’s Use 7 (b) Repeat the steps in (a) with the sliding contact at distances x = 0.350 m, 0.500 m, 0.650 m and 0.800 m from A. For Examiner’s Use (c) Plot a graph of R / Ω (y-axis) against x / m (x-axis). [4] (d) Using your graph, determine the length l of the resistance wire necessary to make a resistor of resistance 1.2 Ω. Show clearly on your graph how you obtained the necessary information. l = .................................................. [1] (e) Predict the resistance Z of 1.50 m of the resistance wire. Show your working. Z = .................................................. [1] [Total: 10] © UCLES 2013 0625/52/O/N/13 [Turn over 8 4 In this experiment, you will determine the focal length of a converging lens. For Examiner’s Use Carry out the following instructions, referring to Fig. 4.1. illuminated object u v screen lens Fig. 4.1 (a) (i) Place the lens a distance u = 20.0 cm from the illuminated object. Move the screen until a sharply focused image of the object is seen on the screen. The screen and the illuminated object must now remain in the same positions during the experiment. (ii) Measure and record the distance v from the centre of the lens to the screen. v = .................................................. [1] (iii) Calculate the value of uv. uv = ....................................................... (iv) Calculate the value of (u + v). (u + v) = ...................................................... (v) Calculate a value f1 for the focal length of the lens, using the equation f1 = uv . (u + v) f1 = ....................................................... [2] (b) (i) (ii) Do not move the position of the screen or the illuminated object. Move the lens towards the screen until a smaller, sharply focused image of the object is seen on the screen. Measure and record the distance v from the centre of the lens to the screen. v = ....................................................... © UCLES 2013 0625/52/O/N/13 9 (iii) Measure and record the distance u from the centre of the lens to the illuminated object. For Examiner’s Use u = ....................................................... (iv) Calculate the value of uv. uv = ....................................................... (v) Calculate the value of (u + v). (u + v) = ....................................................... [1] (vi) Calculate a second value f2 for the focal length of the lens, using the equation uv f2 = . (u + v) f2 = .................................................. [1] (c) A student suggests that f1 should be equal to f2. State whether your results support this suggestion and 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] Question 4 continues on the next page © UCLES 2013 0625/52/O/N/13 [Turn over 10 (e) Sketch a diagram of the image seen in part (b). For Examiner’s Use [1] [Total: 10] © UCLES 2013 0625/52/O/N/13 11 BLANK PAGE © UCLES 2013 0625/52/O/N/13 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 2013 0625/52/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 9 4 7 1 8 3 9 7 5 5 * 0625/53 PHYSICS October/November 2013 Paper 5 Practical Test 1 hour 15 minutes Candidates answer on the Question Paper. Additional Materials: As listed in the Confidential Instructions. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name in the spaces at the top of the page. 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. 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. For Examiner’s Use 1 2 3 4 Total This document consists of 11 printed pages and 1 blank page. DC (CW/SW) 65166/4 © UCLES 2013 [Turn over 2 1 In this experiment, you will measure the capacity of a drinks cup by three methods. The capacity of a cup is the maximum volume of liquid that it will hold in normal use. You have been supplied with a cup on which the maximum level MAX is marked both inside and out, as shown in Fig. 1.1. Do not fill the cup beyond this level. MAX Fig. 1.1 (a) Method 1 In Method 1, the capacity V1 is determined from the mass of water in the cup. (i) Fill the cup to the marked level with water. (ii) Place the cup, containing the water, on the balance. Read and record its mass m. m = ............................................... g [1] (iii) Leave the water in the cup for the next experiment. (iv) Calculate a value for the capacity V1, using your reading from (a)(ii) and the m equation V1 = , where ρ = 1.00 g / cm3. ρ V1 = .................................................. [2] (b) Method 2 In Method 2, the capacity V2 is measured directly from the volume of water in the cup. (i) Carefully tip the water into the measuring cylinder. (ii) Read and record the volume V2 of the water in the measuring cylinder. V2 = .................................................. [1] © UCLES 2013 0625/53/O/N/13 For Examiner’s Use 3 (c) Method 3 In Method 3, the capacity V3 is estimated using the average diameter of the cup and considering the cup as an approximate cylinder. For Examiner’s Use d1 MAX h d2 Fig. 1.2 (i) Measure and record the diameter d1 of the top of the cup, as shown in Fig. 1.2. d1 = ................................................ cm (ii) Measure and record the diameter d2 of the base of the cup. d2 = ................................................ cm (iii) Measure and record the height h from the base to the marked level MAX. h = ................................................ cm [1] (iv) Calculate the average diameter D using your readings from (c)(i) and (c)(ii), and (d + d2) the equation D = 1 . 2 D = ...................................................... (v) Calculate an approximate value for the capacity V3, using your results from (c)(iii) πD 2h and (c)(iv) and the equation V3 = . 4 V3 = ...................................................... [2] © UCLES 2013 0625/53/O/N/13 [Turn over 4 (d) State a possible practical source of inaccuracy in Method 2 and a possible practical source of inaccuracy in Method 3. Method 2 .......................................................................................................................... .......................................................................................................................................... Method 3 .......................................................................................................................... .......................................................................................................................................... [2] (e) State an additional measurement which could be taken to give a more accurate result in Method 1. .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 10] © UCLES 2013 0625/53/O/N/13 For Examiner’s Use 5 BLANK PAGE © UCLES 2013 0625/53/O/N/13 [Turn over 6 2 In this experiment, you will investigate methods of preventing loss of thermal energy. You are provided with two beakers labelled A and B. Beaker A has a layer of insulation. Do not remove this insulation. Beaker B has a lid but no insulation. You are also provided with a supply of hot water. Carry out the following instructions, referring to Fig. 2.1. clamp clamp thermometer lid insulation water beaker A water beaker B Fig. 2.1 (a) (i) Pour approximately 200 cm3 of hot water into beaker A. (ii) Place the thermometer into the water. When the reading has stopped rising, measure the initial temperature of the hot water in the beaker and, at the same time, start the stopclock. Record this temperature at time t = 0 s in the first row of Table 2.1. (iii) Measure, and record in the table, the temperature of the hot water at times t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s. (iv) Remove the lid from beaker B and pour approximately 200 cm3 of hot water into the beaker. Replace the lid. (v) Repeat steps (a)(ii) and (a)(iii) for beaker B. © UCLES 2013 0625/53/O/N/13 For Examiner’s Use 7 (vi) Complete the column headings and enter the values of t in the table. For Examiner’s Use Table 2.1 t/ beaker A beaker B θ/ θ/ [5] (b) State from which beaker, if any, the rate of loss of thermal energy is the greater. Justify your answer by referring to your results. beaker .................................... justification ....................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... [2] (c) State one condition that should be controlled to ensure that the comparison between beaker A and beaker B is a fair one. .......................................................................................................................................... ...................................................................................................................................... [1] (d) A student points out that the experiment does not test the effectiveness of insulation in reducing thermal energy loss. Suggest a change to this experiment which could be made so that the effect of insulation could be investigated. Explain why this change would help. suggestion ....................................................................................................................... .......................................................................................................................................... explanation ...................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... [2] © UCLES 2013 0625/53/O/N/13 [Total: 10] [Turn over 8 3 In this experiment, you will investigate the current and potential difference in an electrical circuit. The circuit has been set up for you. Carry out the following instructions, referring to Fig. 3.1. power supply V crocodile clip A resistance wire F E D C B A Fig. 3.1 (a) (i) Connect the crocodile clip to the resistance wire at the position labelled A. (ii) Switch on. Read and record in Table 3.1, the potential difference V and the current I. Switch off. (iii) Repeat step (a)(ii) with the crocodile clip at positions B, C, D, E and F. Table 3.1 position V /V I/A A B C D E F [2] © UCLES 2013 0625/53/O/N/13 For Examiner’s Use 9 (b) Plot a graph of V / V (y-axis) against I / A (x-axis). For Examiner’s Use [4] (c) (i) Determine the gradient M of the graph. Show clearly on the graph how you obtained the necessary information. M = .................................................. [2] (ii) The gradient M is numerically equal to the resistance R of the power supply. Write down the resistance R to a suitable number of significant figures for this experiment. R = .................................................. [2] [Total: 10] © UCLES 2013 0625/53/O/N/13 [Turn over 10 4 In this experiment, you will investigate the reflection of light by a plane mirror. For Examiner’s Use Carry out the following instructions, referring to Fig. 4.1. ray-trace sheet O L eye C _ A N B D Fig. 4.1 © UCLES 2013 0625/53/O/N/13 11 (a) Draw a line about 8 cm from the bottom of your ray-trace sheet. Label this line AB. Mark a point N, near the centre of AB. Draw a normal to AB at point N. Label the other end of this normal L. For Examiner’s Use (b) Draw a line CD passing through N and at an angle α to AB where α = 20°. (c) Place two pins P1 and P2 some distance apart on line LN. Label the positions of P1 and P2. (d) Place the mirror on line CD and view the images of P1 and P2 from the direction indicated by the eye in Fig. 4.1. Place two pins P3 and P4 some distance apart so that the images of P1 and P2, and the pins P3 and P4, all appear exactly one behind the other. Label the positions of P3 and P4. (e) Remove the mirror and the pins. Repeat steps (b), (c) and (d) for an angle α = 30°, replacing pins P1 and P2 in their original positions in step (c). (f) Remove the mirror and the pins. (g) Draw a line passing through the first P3 and P4 positions and reaching AB. (h) Measure, and record in Table 4.1, the angle θ between this line and the normal NL. (i) Repeat steps (g) and (h) for the second set of P3 and P4 positions. Table 4.1 α/° θ/° 20 30 [1] (j) A student suggests that θ should always be equal to 2α. State whether your experimental results support this idea. Justify your answer with reference to the results. statement ......................................................................................................................... .......................................................................................................................................... justification ....................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... [2] © UCLES 2013 0625/53/O/N/13 [Turn over 12 (k) Suggest two precautions that could be taken to ensure accurate results from this experiment. For Examiner’s Use 1. ...................................................................................................................................... .......................................................................................................................................... 2. ...................................................................................................................................... .......................................................................................................................................... [2] Tie your ray-trace sheet between pages 10 and 11. [5] [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 2013 0625/53/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 5 4 7 7 4 0 9 8 1 6 * 0625/61 PHYSICS October/November 2013 Paper 6 Alternative to Practical 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 16 printed pages. DC (SJF/CGW) 66236/6 © UCLES 2013 [Turn over 2 1 The IGCSE class is carrying out a moments experiment by balancing a metre rule on a small pivot. (a) A student has a small pivot and a metre rule. Explain briefly how the student finds the position of the centre of mass of the metre rule. .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [1] (b) The student finds that the centre of mass is not in the middle of the rule but at the 50.2 cm mark. Explain what the student could do to prevent this from affecting her results. .......................................................................................................................................... ...................................................................................................................................... [1] (c) The student places the metre rule on a pivot so that it balances. She places a load P on one side of the metre rule at a distance x from the pivot. She places another load Q on the metre rule and adjusts the position of the load Q so that the rule balances, as shown in Fig. 1.1. x P y metre rule Q pivot Fig. 1.1 The load Q is a distance y from the pivot. The readings are shown in Table 1.1. Table 1.1 (i) © UCLES 2013 weight of P / N weight of Q / N x/ y/ 2.0 5.0 39.0 15.5 Complete the column headings in the table. 0625/61/O/N/13 [1] For Examiner’s Use 3 (ii) Calculate the clockwise moment and the anticlockwise moment using the equation moment of a force = force × perpendicular distance to the pivot. For Examiner’s Use clockwise moment = ...................................................... anticlockwise moment = ...................................................... [1] (d) In practice, it is difficult to adjust the loads to make the rule balance exactly. Explain briefly how you would reduce the uncertainty in the position of Q required for exact balance. .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 5] © UCLES 2013 0625/61/O/N/13 [Turn over 4 2 An IGCSE student is investigating the cooling of a thermometer bulb. For Examiner’s Use The apparatus used is shown in Figs. 2.1, 2.2 and 2.3. clamp clamp thermometer in position A thermometer water water constant temperature water bath constant temperature water bath Fig. 2.2 Fig. 2.1 clamp thermometer in position B water constant temperature water bath Fig. 2.3 (a) The student places the thermometer in the water bath, as shown in Fig. 2.1. –10 0 10 20 30 40 50 60 70 80 90 100 110 °C Fig. 2.4 Write down the temperature θH of the water bath, shown on the thermometer in Fig. 2.4. θH = ................................................. [1] © UCLES 2013 0625/61/O/N/13 5 (b) The student moves the thermometer until the thermometer bulb is in position A above the surface of the water, as shown in Fig. 2.2. She starts a stopclock. She records the time and temperature readings every 30 s. For Examiner’s Use She replaces the thermometer in the water bath, still at temperature θH. She then moves the thermometer to position B, as shown in Fig. 2.3. She records the time and temperature readings every 30 s. All the readings are shown in Table 2.1. Table 2.1 position A position B t/ θ/ θ/ 30 79 66 60 74 42 90 70 29 120 66 27 150 61 26 180 56 26 (i) Complete the column headings in the table. (ii) State in which position, A or B, the thermometer has the greater rate of cooling in the first 30 s. [1] position ...................................................... (iii) Explain briefly how you reached this conclusion. .................................................................................................................................. .................................................................................................................................. .............................................................................................................................. [1] (iv) Calculate the temperature difference from 30 s to 180 s for each set of readings. temperature difference for position A = ...................................................... temperature difference for position B = ...................................................... [1] (v) Estimate room temperature θR. θR = ................................................. [1] © UCLES 2013 0625/61/O/N/13 [Turn over 6 (c) Describe briefly a precaution you would take to make the temperature readings reliable. .......................................................................................................................................... ...................................................................................................................................... [1] (d) A scientist is using this experiment as part of research into convection currents above hot water. Suggest two conditions that should be kept constant when this experiment is repeated. 1. ...................................................................................................................................... 2. ...................................................................................................................................... [2] [Total: 8] © UCLES 2013 0625/61/O/N/13 For Examiner’s Use 7 Question 3 begins on page 8. © UCLES 2013 0625/61/O/N/13 [Turn over 8 3 The IGCSE class is investigating the power of lamps in a circuit. For Examiner’s Use Fig. 3.1 shows the circuit used. power supply A P lamp 1 lamp 2 lamp 3 Q V Fig. 3.1 (a) A student measures the potential difference V1 across lamp 1 and the current I in the circuit. The meters are shown in Fig. 3.2. 2 1 0 3 4 5 6 V 7 0.4 0.6 0.2 8 9 10 0.8 A 0 1.0 Fig. 3.2 (i) Write down the readings shown on the meters in Fig. 3.2. V1 = ...................................................... I = ...................................................... (ii) Calculate the power P1 of lamp 1 using the equation P1 = IV1. P1 = ...................................................... © UCLES 2013 0625/61/O/N/13 9 (iii) The student reconnects the voltmeter to measure the potential difference V2 across lamp 2 and then V3 across lamp 3. For Examiner’s Use Write down the readings shown on the meters in Figs. 3.3 and 3.4. 2 1 0 3 4 5 6 V 7 8 2 9 3 1 10 0 Fig. 3.3 V2 = ..................................... (iv) 4 5 6 V 7 8 9 10 Fig. 3.4 V3 = ....................................... Calculate the power for each lamp using the equation P = IV. P2 = ...................................................... P3 = ...................................................... [3] (v) Calculate the total power PT for the three lamps using the equation PT = P1 + P2 + P3. PT = ................................................. [1] (b) The student connects the voltmeter across the three lamps and records the potential difference. He calculates the power P. 1.61 W P = ...................................................... Another student suggests that PT should be equal to P. State whether the results support this suggestion and justify your answer by reference to the results. statement ......................................................................................................................... justification ....................................................................................................................... .......................................................................................................................................... [2] © UCLES 2013 0625/61/O/N/13 [Turn over 10 (c) (i) Draw a circuit diagram, similar to that in Fig. 3.1, to show: • • • a variable resistor in series with the power supply, three lamps in parallel with each other between P and Q, a voltmeter connected to measure the potential difference across the lamps. Use standard symbols. [2] (ii) State the purpose of the variable resistor in this circuit. .................................................................................................................................. .............................................................................................................................. [1] [Total: 9] © UCLES 2013 0625/61/O/N/13 For Examiner’s Use 11 Question 4 begins on page 12. © UCLES 2013 0625/61/O/N/13 [Turn over 12 4 The IGCSE class is determining the focal length of a converging lens. Fig. 4.1 shows the apparatus used to produce an image on the screen. illuminated object u v screen lens Fig. 4.1 (a) (i) On Fig. 4.1, measure the distance u between the illuminated object and the centre of the lens. u = ...................................................... (ii) On Fig. 4.1, measure the distance v between the centre of the lens and the screen. v = ...................................................... [2] (b) (i) Calculate uv. uv = ...................................................... (ii) Calculate u + v. (iii) u + v = ...................................................... [1] uv Calculate x using the equation x = (u + v) . x = ................................................. [1] (c) Fig. 4.1 is drawn 1/10th of actual size. The focal length f of the lens is given by the equation f = 10x. Calculate 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] © UCLES 2013 0625/61/O/N/13 For Examiner’s Use 13 (d) A student carrying out this experiment changes the position of the lens and then moves the screen to produce a well-focused image. For Examiner’s Use She records the distance v between the centre of the lens and the screen as v = 18.2 cm. She finds it difficult to decide the exact point at which the image is sharpest. Suggest a range of v values for which the image may appear well-focused. range of v values = ........................... to ........................... [1] (e) State two precautions that you could take in this experiment to obtain reliable results. 1. ...................................................................................................................................... .......................................................................................................................................... 2. ...................................................................................................................................... .......................................................................................................................................... [2] [Total: 9] © UCLES 2013 0625/61/O/N/13 [Turn over 14 5 The IGCSE class is investigating the stretching of a spring. For Examiner’s Use Fig. 5.1 shows the apparatus. N 0 5 forcemeter 10 spring l0 load bench Fig. 5.1 (a) On Fig. 5.1, measure the unstretched length l 0 of the spring, in mm. l 0 = ........................................... mm [1] (b) A student hangs the spring on the forcemeter with the load attached to the bottom of the spring, as shown in Fig. 5.1. The load remains on the bench. He gently raises the forcemeter until it reads 1.0 N. He measures the new length l of the spring. He repeats the procedure using a range of forcemeter readings. The readings are recorded in Table 5.1. © UCLES 2013 0625/61/O/N/13 15 Table 5.1 F/N l / mm 1.0 67 2.0 77 3.0 91 4.0 105 5.0 115 For Examiner’s Use e / mm (i) Calculate the extension e of the spring, for each set of readings, using the equation e = (l – l 0 ). Record the values of e in Table 5.1. [1] (ii) Plot a graph of e / mm (y-axis) against F / N (x-axis). [5] © UCLES 2013 0625/61/O/N/13 [Turn over 16 (iii) Determine the gradient G of the graph. Show clearly on the graph how you obtained the necessary information. For Examiner’s Use G = ................................................. [2] [Total: 9] 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 0625/61/O/N/13 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 2 3 7 1 9 8 9 2 6 1 * 0625/62 PHYSICS 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 Use The apparatus is shown in Figs. 1.1 and 1.2. clamp clamp l bob one complete oscillation Fig. 1.1 (a) (i) Fig. 1.2 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 the procedure in (b) and calculates T. The results are shown in Table 1.1. For 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 Use A student cools some water by four different methods. 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 Fig. 2.3 © UCLES 2013 0625/62/O/N/13 70 80 90 100 110 °C 5 (i) Write down the temperature θ3 shown on the thermometer in Fig. 2.3. θ3 = ...................................................... (ii) For Examiner’s Use 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 Use The circuit used is shown in Fig. 3.1. power supply A x A B C resistance wire V 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. 0.4 0.2 0.0 0.6 0.8 1.0 V 1.2 1.4 1.6 1.8 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 (iii) Calculate the resistance R of the section AC of the wire using the equation R = V . I Record R in the first row of the table. For Examiner’s Use Table 3.1 V /V R/Ω 0.350 0.80 2.67 0.500 1.00 3.33 0.650 1.25 4.17 0.800 1.60 5.33 x/m 0.200 [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 a resistor of resistance 1.20 Ω. Show clearly on your graph how you obtained the necessary information. 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 For Examiner’s Use 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 Use Fig. 4.1 shows the apparatus. illuminated object u v screen 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 ) = ...................................................... (v) Calculate a value f1 for the focal length of the lens, using the equation f1 = uv . (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 f2 = For Examiner’s Use uv . (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. A student places a rectangular block on a sheet of paper on the bench and draws the outline. Fig. 5.1 shows the outline. x y 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 For Examiner’s Use 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 where A is the area of the block in contact with the bench (A = xy ). P= 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 BLANK PAGE © UCLES 2013 0625/62/O/N/13 15 BLANK PAGE © 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 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 4 5 9 8 8 6 4 6 9 0 * 0625/63 PHYSICS 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 14 printed pages and 2 blank pages. DC (NF/SW) 65303/5 © UCLES 2013 [Turn over 2 1 An IGCSE student is measuring the capacity of a drinks cup by three methods. The capacity of a cup is the maximum volume of liquid that it will hold in normal use. This maximum level is marked on the cup, as shown in Fig. 1.1. MAX g Fig. 1.1 Fig. 1.2 (a) Method 1 In Method 1, the capacity V1 is determined from the mass of water in the cup. (i) The cup is filled to the marked level with water. It is then placed on the balance, as shown in Fig. 1.2. Read and record its mass m. m = .................................................. [1] (ii) Calculate a value for the capacity V1, using your reading from (a)(i) and the equation m V1 = , where ρ = 1.00 g / cm3. ρ V1 = .................................................. [2] © UCLES 2013 0625/63/O/N/13 For Examiner’s Use 3 (b) Method 2 In Method 2, the capacity V2 is measured directly from the volume of water in the cup. For Examiner’s Use The cup is filled to the marked level and the water is tipped into a measuring cylinder, as shown in Fig. 1.3. cm3 250 225 200 175 150 measuring cylinder 125 100 75 50 25 Fig. 1.3 Read and record the volume V2 of water in the measuring cylinder. V2 = .................................................. [1] © UCLES 2013 0625/63/O/N/13 [Turn over 4 (c) Method 3 In Method 3, the capacity V3 is calculated by considering the cup as a cylinder, using the average diameter of the cup and an approximate equation. d1 MAX h d2 Fig. 1.4 (i) On Fig. 1.4, measure and record the diameter d1 of the top of the cup. d1 = .................................................. cm (ii) On Fig. 1.4, measure and record the diameter d2 of the base of the cup. d2 = .................................................. cm (iii) On Fig. 1.4, measure and record the height h from the base to the marked level MAX. h = .................................................. cm [1] (iv) Calculate the average diameter D using your readings from (c)(i) and (c)(ii), and (d + d2) the equation D = 1 . 2 D = ....................................................... © UCLES 2013 0625/63/O/N/13 For Examiner’s Use 5 (v) Calculate a value for the capacity V3, using your results from (c)(iii) and (c)(iv) πD 2h and the equation V3 = . 4 For Examiner’s Use V3 = ....................................................... [2] (d) State a possible practical source of inaccuracy in Method 2 and a possible practical source of inaccuracy in Method 3. Method 2 .......................................................................................................................... .......................................................................................................................................... Method 3 .......................................................................................................................... .......................................................................................................................................... [2] (e) State an additional measurement which could be taken to give a more accurate result in Method 1. .......................................................................................................................................... ..................................................................................................................................... [1] [Total: 10] © UCLES 2013 0625/63/O/N/13 [Turn over 6 2 An IGCSE student is investigating methods of preventing loss of thermal energy. For Examiner’s Use 90 80 80 lid 70 70 20 20 30 30 40 50 60 60 10 beaker A 0 hot water –10 50 40 insulation 10 0 –10 110 °C thermometer 100 thermometer 90 100 110 °C The student is using two beakers labelled A and B, as shown in Fig. 2.1. beaker B Fig. 2.1 Beaker A has a layer of insulation and beaker B has a lid but no insulation. The beakers contain hot water at the start of the experiment. The initial temperatures are as shown in Fig. 2.1. (a) Read, and record in the first row of Table 2.1, the temperatures of the water in beakers [1] A and B at time t = 0. (b) The temperatures of the hot water after 30 s, 60 s, 90 s, 120 s, 150 s and 180 s are shown in Table 2.1. Complete the column headings and enter the values of t in the table. [2] © UCLES 2013 0625/63/O/N/13 7 Table 2.1 t/ For Examiner’s Use beaker A beaker 8 θ/ θ/ 85.0 87.0 83.5 85.5 82.0 84.5 81.0 84.0 79.5 83.0 78.5 82.5 (c) State from which beaker, if either, the rate of loss of thermal energy is the greater. Justify your answer by referring to the results. beaker .................................... justification ....................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... [2] (d) State one condition that should be controlled to ensure that the comparison between beaker A and beaker B is a fair one. .......................................................................................................................................... ..................................................................................................................................... [1] © UCLES 2013 0625/63/O/N/13 [Turn over 8 (e) A student points out that the experiment does not test the effectiveness of insulation in reducing thermal energy loss. Suggest a change to this experiment which could be made so that the effect of insulation could be investigated. Explain why this change would help. suggestion ....................................................................................................................... .......................................................................................................................................... explanation ...................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... [2] [Total: 8] © UCLES 2013 0625/63/O/N/13 For Examiner’s Use 9 BLANK PAGE © UCLES 2013 0625/63/O/N/13 [Turn over 10 3 IGCSE students are investigating the current and potential difference in an electrical circuit. The circuit is shown in Fig. 3.1. power supply X Y A F E D C B A resistance wire crocodile clip Fig. 3.1 (a) The potential difference across part of the resistance wire, and the current in the circuit are to be measured. On Fig. 3.1, use an appropriate circuit symbol to draw a voltmeter connected to measure the potential difference between X and Y. [1] (b) The crocodile clip is connected in turn to the resistance wire at points A, B, C, D, E and F. The potential difference V and current I are measured for each position and recorded in Table 3.1. Table 3.1 © UCLES 2013 position V/V I/A A 1.3 0.20 B 1.2 0.35 C 1.1 0.46 D 0.9 0.74 E 0.8 0.87 F 0.6 1.13 0625/63/O/N/13 For Examiner’s Use 11 (i) Plot a graph of V / V (y-axis) against I / A (x-axis). For Examiner’s Use [4] (ii) Determine the gradient M of the graph. Show clearly on the graph how you obtained the necessary information. M = .................................................. [2] (iii) The gradient M is numerically equal to the resistance R of the power supply. Write down the resistance R to a number of significant figures suitable for this experiment. R = .................................................. [2] [Total: 9] © UCLES 2013 0625/63/O/N/13 [Turn over 12 4 An IGCSE class is investigating the reflection of light by a plane mirror. For Examiner’s Use One student’s ray-trace sheet is shown in Fig. 4.1. ray-trace sheet eye P4 P6 E C P3 P5 _ A N B D F Fig. 4.1 (a) In the first part of the experiment, a plane mirror is to be placed on line CD. (i) Draw a normal to AB at point N, towards the top of the page. Label the other end of this normal L. (ii) Two pins P1 and P2 are placed on line LN. Label suitable positions for P1 and P2. [1] © UCLES 2013 0625/63/O/N/13 13 (b) The mirror is placed on line CD and the images of P1 and P2 are viewed from the direction indicated by the eye in Fig. 4.1. For Examiner’s Use Two pins P3 and P4 are placed so that the images of P1 and P2, and the pin P3 all appear exactly in line with P4. (i) Draw a line passing through P3 and P4 and reaching AB. (ii) Measure the angle θ between this line and the normal NL. Record this value in Table 4.1. [1] (c) The mirror is then moved to line EF and pins P5 and P6 are placed in line with the new images. Repeat steps (b)(i) and (b)(ii) using the new mirror line and pin positions. [1] Table 4.1 α/° mirror on CD 20 mirror on EF 30 θ/° [1] (d) A student suggests that θ should always be equal to 2α. State whether the experimental results support this idea. Justify your answer with reference to the results. statement ......................................................................................................................... .......................................................................................................................................... justification ....................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... [2] (e) Suggest two precautions that could be taken to ensure accurate results from this experiment. 1. ...................................................................................................................................... .......................................................................................................................................... 2. ...................................................................................................................................... .......................................................................................................................................... [2] [Total: 8] © UCLES 2013 0625/63/O/N/13 [Turn over 14 5 Two IGCSE students are investigating the melting of ice cubes in water. They are dropping ice cubes into hot water at different temperatures and measuring the time taken for the cubes to melt. This is a page from one student’s notebook. temperature 20 °C – time 216 seconds temperature 40 – time 95 sec temperature 60 °C – time 72 seconds temperature 30 – time 180 temperature 50 – time 108 seconds (a) In the space below, draw a suitable table. Enter the readings in such a way that it is easier to see a pattern from them. [2] © UCLES 2013 0625/63/O/N/13 For Examiner’s Use 15 (b) It appears that one of the readings does not fit the general pattern. (i) For Examiner’s Use At which temperature does this occur? temperature ................................................. [1] (ii) Suggest what the student might do next with the data to show more clearly that this reading does not fit the general pattern. Explain how this would help to make it more clear. suggestion ................................................................................................................ .................................................................................................................................. explanation ............................................................................................................... .................................................................................................................................. [2] [Total: 5] © UCLES 2013 0625/63/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 0625/63/O/N/13