UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
CANDIDATE
NAME
I
CENTRE
NUMBER
ITID
CANDIDATE
NUMBER
0625/63
PHYSICS
Paper 6 Alternative
October/November 2011
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, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
At the end of the examination, fasten !'III your work securely together.
The number of marks is given in brackets [ 1 at the end of each question or part question.
This document consists of 12 printed pages.
DC (SJF/CGW)
©UCLES2011
34207/4
H UNIVERSITY
~
of" CAMBRIDGE
International Examinations
[Turn over
2
1
An IGCSE student is investigating
pins.
the passage of light through a transparent
block using optics
The student's ray trace sheet is shown in Fig. 1.1.
The student places two pins P1 and P2 to mark the incident ray. He looks through the block and
places two pins P 3 and P4 to mark the emergent ray so that P 3' P4 and the images of P 1 and P2
appear to be exactly one behind the other. He draws the outline of the block. He removes the block
and pins and draws in the incident ray and the emergent ray.
incident
ray
ray trace
sheet
transparent
block
emergent
ray
eye
Fig. 1.1
(a)
(i)
(ii)
On Fig. 1.1, mark suitable positions for the four pins. Label the pins P l' P2' P3 and P4·
Draw the normal at point A.
[2]
© UCLES 2011
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3
(b)
(i)
Draw in the line AB. Measure and record the angle of refraction r between the line AB
and the normal.
_
r(ii)
J.~C
~~QO
CP.<.
Measure and record the angle of incidence i between the incident ray and the normal.
0
~
0
._ 30
t=
C o_vnit
(c)
.
/s
n~.J
3. z.,
.
[2]
The student does not have a set square or any other means to check that the pins are vertical.
Suggest how he can ensure that his P 3 and P4 positions are as :ccurate as possible .
........................v.re.tAJ bases rJ.f ..pin,$.
........(~lf·"«
..of ..SiJht...low. /.Y.te.kJ do.k
.
fo tah1L).
[1]
[Total: 5]
© UCLES 2011
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[Turn over
4
2
An IGCSE student is investigating the energy changes that occur when hot water and cold water
are mixed.
The student is provided with a supply of hot water and a supply of cold water.
The temperature of the cold water Be
(a) The temperature
_
-10
= 23°C.
of the hot water is shown in Fig. 2.1.
0
10
20
30
40
50
60
70
80
90
100
110 C)
0
!""I""!""I""!""I""!""I""!,,,,I,,,,!,,,,I""!""I""!""I",,!,,,,I""!""I""!""I'"'1""1""1
•
Fig. 2.1
Record the temperature
Bh of this hot water.
e
~3 C
Bh
=
[1]
(b) The student pours 50 cm3 of the hot water into 50 cm3 of the cold water. He briefly stirs the
mixture and then records the temperature Bm of the mixture, Bm = 49°C.
(i)
Calculate the gain in thermal energy Ee of the cold water using the equation
where k
= 210J/oC.
£c
=
:210
,x( 49 - 23)
Ee
(ii)
=
5.11.6:0 3.
.
Calculate the loss in thermal energy Eh of the hot water using the equation
where k
= 210J/oC.
£c.': .210tt( g.3 - LfI)
Eh =
7..J.~
.O. I.
.
[2]
© UCLES 2011
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5
(c)
The student suggests that all the thermal energy lost by the hot water is gained by the cold.
Thus Ec and Eh should be equal.
(i)
State whether the experimental results support this suggestion. Justify your statement by
reference to the results.
~~
N.o
statement
.
justification
.
udjf':ky~Y16Jt;.to.o.la.'ir
..uu
.......................................................................................................................................
(ii)
[1]
Suggest a practical reason in this experiment why Ec might be different from Eh .
to...Su.rf.l).u.(jdJ·tI.J..(
.........................
h~ Io«.
.
uht.ar.8(~in«l.brCo.nf'iliI.l~~u(O:~iny~.Jftm.,
(d) Another student is asked to suggest quantities that should be kept constant if this experiment
is repeated in order to check the readings. Table 2.1 shows the suggestions.
Place a tick (I') in the second column of the table next to each correctly suggested quantity.
Table 2.1
suggested quantities
avoid parallax (line of sight) errors when taking readings
number of stirs
V
room temperature
starting temperature
V'
of hot water
use a digital thermometer
use only two or three significant figures for the final answers
_ t
~~
[2]
-f'cv-
[Total: 7]
t·cle, ~
"oKe, '/ Z/S
i~O ••~'tIlol.Io.II""t\rt"'~
I e.".CIfo
I
0625/63/0/N/11
6
C
(r\Ccrrea-
s~o~
© UCLES 2011
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[Turn over
6
3
The IGCSE class is investigating the resistance of a wire.
The circuit is shown in Fig. 3.1.
2V power
source
O>-----
__
~
A
metre rule
Fig. 3.1
(a) A student measures and records in Table 3.1 the current I in the circuit and the potential
difference V across a length l
0.250 m of wire PQ.
=
She repeats the procedure using l values of 0.500m and 0.750m.
(i)
(ii)
Complete the heading for each column of the table.
Calculate the resistance R of each length l of the wire using the equation R
=
l'
Record the values of R in the table.
Table 3.1
lIm
VI
V
RI.JZ.
I1A
0.250
0.54
0.32
0.500
1.10
0.32
0.750
1.61
0.32
I· &f;rS
3.£"315
5.03'25
2. or
© UCLES 2011
0625/63/0/N/11
rmorr
[4]
5,+.
7
(b)
Use numbers from the table to suggest and justify a relationship between the length l of the
wire and its resistance R. Show your working .
...................................................................................................................................................
,e.
justification
ill.c
f•......
()..S.DD
0.2.5 fJ
~
.
t•.......
1..·
..~.1..;!.5
.
...fR;IIi ..eg...
,gin.~t~..O!' ..u.p.eri~
..~~
.........................
.R ·i~,·· ftp.~
J~u..?5
............
C.Y.1J).ml.v:/~..~.gikE'J)/
QCCUY"'AGf.
(c)
Use the results to predict the resistance of a 1.50m length of the same wire. Show your
working.
10SJ
bra~~ 62.l ~t(y;.~
+~
so R. s ".,,.,,Ia.. rNKJJ 'to ~ 10
br
01
><
ot R.fio
1
1
~.
o~ ~N~rIJ~
prediction
1.0
-;
JtI
rQ.~3S [21
(d) Another student proposes that the accuracy of the experiment would be improved by using a
12V power source.
Suggest two effects that this might have on the experiment.
w.-a ,B.e.t, hot /.bvl'V1..0.ci.
........................
~~.h.r.da.~~J.
.
1
.
···W!~8d :fhl.Prf/.~nJ.(....
2. ··········
....
..···..···············&.1J~9~·r.·····rrvi~
..~tY
...r./..off...$..(ak
~h.e'" S'''Ur'C(. CW-S out
[21
[Total: 111
fu~~ GAt OtJt
re S i r+-an.~oJ.
wire. I'n~s
(Cl7twoj
© UCLES 2011
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8
4
The IGCSE class is investigating the formation of images by a lens.
Fig 4.1 shows the apparatus.
vi
,r
illuminated
object
lens
~I
:
..
[
u
screen
L
v
•• ••
~'
,
Fig. 4.1
A student places the screen about 1.0 m from the illuminated object. He places the lens between
the object and the screen at a distance u = 0.200 m from the object. He adjusts the position of the
screen until a clearly focused image is formed on the screen. He records the distance v between
the centre of the lens and the screen. He repeats the procedure using different values of
readings are shown in Table 4.1 .
u. The
Table 4.1
(a)
.!/~
u m
.!/~
v m
0.596
5.00
1.68
0.300
0.304
3.33
3.29
0.400
0.244
2.50
4.10
0.500
0.214
2.00
4.67
0.600
0.198
1.67
5.05
ulm
vIm
0.200
State and briefly explain one precaution
measurements in this experiment.
you would
take
in order
to obtain
reliable
V.Sc. etf. t::Jat.K.e~~J.
..f.'DOfl.1
precaution
.
...................................................................................................................................................
to cc.I.lOW.....
explanation
. an.
.(L.-6"
~
u.
.
...........................................
C..l£a~ 4t1.O'~.~
.
.......
6r
[1]
any ene
hoW
to avoid
fbraJ1fiIX
movi, (er/s ~ck
~
wJ..r. tf,t~
hr"/A
mark: od: cenk.bf. ~~
_
© UCLES 2011
-
PL#\CL
/W=GAAVl!
I.h;c.ri
~,,~
./ oJ
r-W.t.l'" 0\1
T.o obtai", c/u(~sf im~
holck-v-
fh. ~cA
SCl7m1JlY"r2nd4'~
0625/~0/N/11
Il'cdi~{,
r - r:
-to ~
bet?rl>.
9
(b)
Plot the graph of ~/~
to 7.0.
(y-axis) against ~/~
(x-axis). Both axes must start at 0 and extend
V'/1 ~
6
all ~ts
CO(~v-
CI1
:+
VVdl-Jo~
IoeSt-Bf
.0.WL
3
ell
~'n
2
Cl.M.&
,
p(Q-"k;
Co
o
(c)
o:
srwJf
I
(i)
[4]
3
2
Use the graph to find the intercept on the y-axis.
.
.-
Intercept on the y-axIs -
(ii)
,. '-i -'r 1·0
.
Use the graph to find the intercept on the x-axis.
intercept on the x-axis
=
G..~.~
..:~ ..i.~O
.
[2]
[Total: 7]
© UCLES 2011
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[Turn over
10
5
The IGSCE class is determining the density of modelling clay by two methods.
(a)
Method 1
A student moulds a piece of modelling clay into a cube shape as shown in Fig. 5.1.
h
••
••
w
front view
d
side view
Fig. 5.1
(i)
On Fig 5.1, measure the height h, width wand
modelling clay.
)
(ii)
depth d of the cube-shaped
piece of
=
3.·..6.
cm
w=
3.~
.~
.
em
d=
~ s..
h
'2.
em
Calculate the volume V of the modelling clay using the equation V = h wd.
v=
(iii)
Calculate the density p of the modelling clay using the equation p
of the modelling clay m = 103 g.
1',:
where the mass
a
,
V p
=u[):~~j!Crn~
~r
or
© UCLES 2011
= ~,
0625/63/0/N/11
2.6
2·63
[3)
11
(b)
Method 2
The student cuts the piece of modelling clay into two pieces. One piece is approximately twice
the size of the other piece. The mass ms of the smaller piece is 34.5g.
Fig. 5.2a shows a measuring cylinder containing water. Fig. 5.2b shows the same measuring
cylinder after the smaller piece of modelling clay has been lowered into it.
thread
cm3
_ 70
60
water
40
-30
water
modelling
clay
20
::J
Fig.5.2a
(i)
Fig.5.2b
Record the volume of water V1 in the measuring cylinder, as shown in Fig. 5.2a.
50
V1 =
(ii)
,.,-- ~-u.o~
--..~ m~
.
V2
=
,.~
[1]
Describe briefly one precaution you would take to read the measuring cylinder correctly.
..........
~.K~ ~~~
..........
"",
..Bottom. aI...men.i.Sw..$.
.
.....................................................
~..dJ.,t.tt ..\G'sio.n~
(iv)
[1]
Calculate the volume Vs of the modelling clay using the equation Vs
Vs::
= (V2 -
V1).
Va - V,
_
14
Vs (v)
[1]
Record the new volume V2 in the measuring cylinder, as shown in Fig. 5.2b.
..
(iii)
CKn~
Calculate the density p of the modelling
ms 34.5g.
t>_ 1ft .• _
J-
clay using the equation
I".~-:l
V-J1
p
m
=....:..:..:..s.
.
where
Vs '
=
'6 -
p=
© UCLES 2011
0625/63/0/N/11
.:J.~.~31cJ.
D
1are/-r
00'"
~
[1]
[Turn over
12
(c)
(i)
Assuming that the experiment has been carried out with care, suggest two reasons why
the two values obtained for the density of the modelling clay in (a) and (b) may not be the
same.
1.
..dJfb:~u~mar.~rf«4-d.CMb~iJs.h~
..or:.
2. or
(ii)
Sm.tl.llt:tr.
mtJf.ls
so..jn •.....
ill..aCCU'f"A.ry
.
bfAbb.kt..M C..~ /.tJlI.e.vtn 04...sily ..~W'cn
uC~~Sfi£k.b.uIkKhi:ku9.':Bfly[21
Ofi.r...
State which of the two methods for determining density (method 1 or method 2) you
judge to be less accurate. Give a reason for your judgement.
method
reason
t1e.tJi.o.d
J...
O.r.
He.r!l.cxI.
-L..h·
sen..?.L'b~ mw..~
..~.aa.f.OtL
..............
g
.
.
[1]
[Total: 10]
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reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2011
0625/63/0/N/11