IGCSE Physics Syllabus + Redspot

Syllabus
Cambridge IGCSE®
Physics 0625
For examination in June and November 2020 and 2021.
Also available for examination in March 2020 and 2021 for India only.
Version 1
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Contents
1 Why choose this syllabus? ..................................................................................................... 2
2 Syllabus overview ....................................................................................................................4

Aims 4
Content overview 5
Assessment overview 6
Assessment objectives 7
3 Subject content .........................................................................................................................9
4 Details of the assessment ....................................................................................................27

Core Assessment 27
Extended Assessment 27
Practical Assessment 28
Glossary of terms used in science papers 31
5 Appendix....................................................................................................................................32
Electrical symbols 32
Symbols and units for physical quantities 34
Safety in the laboratory 36
Mathematical requirements 37
Presentation of data 38
ICT opportunities 39
Conventions (e.g. signs, symbols, terminology and nomenclature) 39
6 What else you need to know .............................................................................................. 40

Before you start 40
Making entries 41
After the exam 42
How students and teachers can use the grades 42
Grade descriptions 42
Changes to this syllabus for 2020 and 2021 43
Changes to this syllabus

For information about changes to this syllabus for 2020 and 2021, go to page 43.
The latest syllabus is version 1, published September 2017. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2016 are still suitable for use with this
syllabus.
Cambridge IGCSE Physics 0625 syllabus for 2020 and 2021.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE® syllabuses are created especially for international students. For over 25 years, we have worked
with schools and teachers worldwide to develop syllabuses that are suitable for different countries, different types
of schools and for learners with a wide range of abilities.
Cambridge IGCSE Physics enables learners to:

•• increase their understanding of the technological world
•• take an informed interest in scientific matters
•• recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in
everyday life
•• develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative
and inventiveness
•• develop an interest in, and care for, the environment
•• better understand the influence and limitations placed on scientific study by society, economy, technology,
ethics, the community and the environment
•• develop an understanding of the scientific skills essential for both further study and everyday life.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Our approach encourages learners to be:
Cambridge
learner
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cambridgeinternational.org/igcse Back to contents page

Cambridge IGCSE Physics 0625 syllabus for 2020 and 2021. Why choose this syllabus?
Recognition and progression

The combination of knowledge and skills in Cambridge IGCSE Physics gives learners a solid foundation for further
study. Candidates who achieve grades A* to C are well prepared to follow a wide range of courses including
Cambridge International AS & A Level Physics.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of GCSE in the UK. This means students can be confident that their Cambridge IGCSE qualifications
are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
Supporting teachers
We provide a wide range of practical resources, detailed guidance, and innovative training and professional
development so that you can give your learners the best possible preparation for Cambridge IGCSE.
Teaching resources Exam preparation resources

• School Support Hub • Question papers
www.cambridgeinternational.org/support • Mark schemes
• Syllabus • Example candidate responses to understand
• Scheme of work what examiners are looking for at key grades
• Learner guide • Examiner reports to improve future teaching
• Discussion forum
• Resource list
• Endorsed textbooks and digital resources Support for
Cambridge
Training IGCSE Community
• Face-to-face workshops around the world You can find useful information, as well as
• Online self-study training share your ideas and experiences with other
teachers, on our social media channels and
• Online tutor-led training
community forums.
• Cambridge Professional Development
Find out more at
Qualifications
www.cambridgeinternational.org/social-media
‘Cambridge IGCSE is one of the most sought-after and recognised qualifications in the world. It
is very popular in Egypt because it provides the perfect preparation for success at advanced level
programmes.’
Mrs Omnia Kassabgy, Managing Director of British School in Egypt BSE
Back to contents page www.cambridgeinternational.org/igcse 3

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.
The aims are to:

•• provide an enjoyable and worthwhile educational experience for all learners, whether or not they go on to
study science beyond this level
•• enable learners to acquire sufficient knowledge and understanding to:
–– become confident citizens in a technological world and develop an informed interest in scientific matters
–– be suitably prepared for studies beyond Cambridge IGCSE
•• allow learners to recognise that science is evidence based and understand the usefulness, and the limitations, of
scientific method
•• develop skills that:
–– are relevant to the study and practice of physics
–– are useful in everyday life
–– encourage a systematic approach to problem solving
–– encourage efficient and safe practice
–– encourage effective communication through the language of science
•• develop attitudes relevant to physics such as:
–– concern for accuracy and precision
–– objectivity
–– integrity
–– enquiry
–– initiative
–– inventiveness
•• enable learners to appreciate that:
–– science is subject to social, economic, technological, ethical and cultural influences and limitations
–– the applications of science may be both beneficial and detrimental to the individual, the community and
the environment.

Cambridge IGCSE Physics 0625 syllabus for 2020 and 2021. Syllabus overview
Content overview
Candidates study the following topics:
1 General physics
2 Thermal physics
3 Properties of waves, including light and sound
4 Electricity and magnetism
5 Atomic physics
Support for Cambridge IGCSE Physics

Our School Support Hub www.cambridgeinternational.org/support provides Cambridge schools with a
secure site for downloading specimen and past question papers, mark schemes, grade thresholds and other
curriculum resources specific to this syllabus. The School Support Hub community offers teachers the
opportunity to connect with each other and to ask questions related to the syllabus.

Assessment overview
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below, should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected to
achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades A* to G.
Core candidates take: Extended candidates take:
Paper 1 45 minutes Paper 2 45 minutes

Multiple Choice 30% Multiple Choice 30%
40 marks 40 marks
40 four-choice multiple-choice questions 40 four-choice multiple-choice questions
Questions will be based on the Core subject Questions will be based on the Extended
content subject content (Core and Supplement)
Assessing grades C–G Assessing grades A*–G
Externally assessed Externally assessed
and Core candidates take: and Extended candidates take:
Paper 3 1 hour 15 minutes Paper 4 1 hour 15 minutes

Theory 50% Theory 50%
80 marks 80 marks
Short-answer and structured questions Short-answer and structured questions
Questions will be based on the Core subject Questions will be based on the Extended
content subject content (Core and Supplement)
Assessing grades C–G Assessing grades A*–G
All candidates take

either: or:
Paper 5 1 hour 15 minutes Paper 6 1 hour

Practical Test 20% Alternative to Practical 20%
40 marks 40 marks
Questions will be based on the experimental Questions will be based on the experimental
skills in Section 4 skills in Section 4
Assessing grades A*–G Assessing grades A*–G

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of:

•• scientific phenomena, facts, laws, definitions, concepts and theories
•• scientific vocabulary, terminology and conventions (including symbols, quantities and units)
•• scientific instruments and apparatus, including techniques of operation and aspects of safety
•• scientific and technological applications with their social, economic and environmental implications.
Subject content defines the factual material that candidates may be required to recall and explain. Candidates will
also be asked questions which require them to apply this material to unfamiliar contexts and to apply knowledge
from one area of the syllabus to another.
Questions testing this objective will often begin with one of the following words: define, state, describe, explain
(using your knowledge and understanding) or outline (see the Glossary of terms used in science papers).
AO2 Handling information and problem solving
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
•• locate, select, organise and present information from a variety of sources
•• translate information from one form to another
•• manipulate numerical and other data
•• use information to identify patterns, report trends and draw inferences
•• present reasoned explanations for phenomena, patterns and relationships
•• make predictions and hypotheses
•• solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to apply
the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or
determine (see the Glossary of terms used in science papers).
AO3 Experimental skills and investigation
Candidates should be able to:

•• demonstrate knowledge of how to safely use techniques, apparatus and materials (including following a
sequence of instructions where appropriate)
•• plan experiments and investigations
•• make and record observations, measurements and estimates
•• interpret and evaluate experimental observations and data
•• evaluate methods and suggest possible improvements.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in IGCSE %
AO1 Knowledge with understanding 50
AO2 Handling information and problem solving 30
AO3 Experimental skills and investigations 20
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Papers 1 Papers 3 Papers 5

and 2 and 4 and 6
AO1 Knowledge with understanding 63 63 0
AO2 Handling information and problem solving 37 37 0
AO3 Experimental skills and investigations 0 0 100

3 Subject content
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject content
can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the Extended subject
content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows
them to develop their practical skills by carrying out practical work and investigations within all of the topics listed.
1 General physics
1.1 Length and time
Core Supplement
•• Use and describe the use of rules and measuring •• Understand that a micrometer screw gauge is
cylinders to find a length or a volume used to measure very small distances
•• Use and describe the use of clocks and devices,
both analogue and digital, for measuring an
interval of time
•• Obtain an average value for a small distance
and for a short interval of time by measuring
multiples (including the period of a pendulum)
1.2 Motion
Core Supplement
•• Define speed and calculate average •• Distinguish between speed and velocity
total distance •• Define and calculate acceleration using
speed from
total time
change of velocity
•• Plot and interpret a speed–time graph or a time taken
distance–time graph
•• Calculate speed from the gradient of a
•• Recognise from the shape of a speed–time graph distance–time graph
when a body is
•• Calculate acceleration from the gradient of a
–– at rest speed–time graph
–– moving with constant speed •• Recognise linear motion for which the
–– moving with changing speed acceleration is constant
•• Calculate the area under a speed–time graph to •• Recognise motion for which the acceleration is
work out the distance travelled for motion with not constant
constant acceleration •• Understand deceleration as a negative
•• Demonstrate understanding that acceleration acceleration
and deceleration are related to changing speed •• Describe qualitatively the motion of bodies
including qualitative analysis of the gradient of a falling in a uniform gravitational field with and
speed–time graph without air resistance (including reference to
•• State that the acceleration of free fall for a body terminal velocity)
near to the Earth is constant

Cambridge IGCSE Physics 0625 syllabus for 2020 and 2021. Subject content
1.3 Mass and weight

Core Supplement
•• Show familiarity with the idea of the mass of a •• Demonstrate an understanding that mass is a
body property that ‘resists’ change in motion
•• State that weight is a gravitational force •• Describe, and use the concept of, weight as the
•• Distinguish between mass and weight effect of a gravitational field on a mass
•• Recall and use the equation W = mg
•• Demonstrate understanding that weights (and
hence masses) may be compared using a balance
1.4 Density
Core
m
•• Recall and use the equation ρ =
V
•• Describe an experiment to determine the density
of a liquid and of a regularly shaped solid and
make the necessary calculation
•• Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
•• Predict whether an object will float based on
density data
1.5 Forces
1.5.1 Effects of forces
Core Supplement
•• Recognise that a force may produce a change in
size and shape of a body
•• Plot and interpret extension–load graphs and •• State Hooke’s Law and recall and use the
describe the associated experimental procedure expression F = k x, where k is the spring constant
•• Recognise the significance of the ‘limit of
proportionality’ for an extension–load graph
•• Describe the ways in which a force may change •• Recall and use the relationship between force,
the motion of a body mass and acceleration (including the direction),
F = ma
•• Find the resultant of two or more forces acting •• Describe qualitatively motion in a circular path
along the same line due to a perpendicular force
•• Recognise that if there is no resultant force on (F = mv 2 / r is not required)
a body it either remains at rest or continues at
constant speed in a straight line
•• Understand friction as the force between two
surfaces which impedes motion and results in
heating
•• Recognise air resistance as a form of friction

1.5.2 Turning effect

Core Supplement
•• Describe the moment of a force as a measure of
its turning effect and give everyday examples
•• Understand that increasing force or distance
from the pivot increases the moment of a force
•• Calculate moment using the product force ×
perpendicular distance from the pivot
•• Apply the principle of moments to the balancing •• Apply the principle of moments to different
of a beam about a pivot situations
1.5.3 Conditions for equilibrium

Core Supplement
•• Recognise that, when there is no resultant force •• Perform and describe an experiment (involving
and no resultant turning effect, a system is in vertical forces) to show that there is no net
equilibrium moment on a body in equilibrium
1.5.4 Centre of mass

Core
•• Perform and describe an experiment to
determine the position of the centre of mass of a
plane lamina
•• Describe qualitatively the effect of the position
of the centre of mass on the stability of simple
objects
1.5.5 Scalars and vectors

Supplement
•• Understand that vectors have a magnitude and
direction
•• Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
•• Determine graphically the resultant of two
vectors

1.6 Momentum
Supplement
•• Understand the concepts of momentum and
impulse
•• Recall and use the equation
momentum = mass × velocity, p = mv
•• Recall and use the equation for impulse
Ft = mv – mu
•• Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
1.7 Energy, work and power

1.7.1 Energy
Core Supplement
•• Identify changes in kinetic, gravitational •• Recall and use the expressions
potential, chemical, elastic (strain), nuclear and kinetic energy = ½mv 2 and change in
internal energy that have occurred as a result of gravitational potential energy = mg∆h
an event or process
•• Recognise that energy is transferred during
events and processes, including examples of
transfer by forces (mechanical working), by
electrical currents (electrical working), by heating
and by waves
•• Apply the principle of conservation of energy to •• Apply the principle of conservation of energy to
simple examples examples involving multiple stages
•• Explain that in any event or process the energy
tends to become more spread out among the
objects and surroundings (dissipated)

1.7.2 Energy resources

Core Supplement
•• Describe how electricity or other useful forms of •• Understand that the Sun is the source of energy
energy may be obtained from: for all our energy resources except geothermal,
–– chemical energy stored in fuel nuclear and tidal
–– water, including the energy stored in waves, •• Show an understanding that energy is released by
in tides, and in water behind hydroelectric nuclear fusion in the Sun
dams
–– geothermal resources
–– nuclear fission
–– heat and light from the Sun (solar cells and
panels)
–– wind
•• Give advantages and disadvantages of each
method in terms of renewability, cost, reliability,
scale and environmental impact
•• Show a qualitative understanding of efficiency •• Recall and use the equations:
useful energy output
efficiency = × 100%
energy input
useful power output
efficiency = × 100%
power input
1.7.3 Work
Core Supplement
•• Demonstrate understanding that •• Recall and use W = Fd = ∆E
work done = energy transferred
•• Relate (without calculation) work done to the
magnitude of a force and the distance moved in
the direction of the force
1.7.4 Power
Core Supplement
•• R
elate (without calculation) power to work done •• Recall and use the equation P = ∆E / t in simple
and time taken, using appropriate examples systems

1.8 Pressure
Core Supplement
•• Recall and use the equation p = F / A
•• Relate pressure to force and area, using
appropriate examples
•• Describe the simple mercury barometer and its
use in measuring atmospheric pressure
•• Relate (without calculation) the pressure beneath •• Recall and use the equation p = hρg
a liquid surface to depth and to density, using
appropriate examples
•• Use and describe the use of a manometer
2 Thermal physics
2.1 Simple kinetic molecular model of matter
2.1.1 States of matter
Core
•• State the distinguishing properties of solids,
liquids and gases
2.1.2 Molecular model

Core Supplement
•• Describe qualitatively the molecular structure •• Relate the properties of solids, liquids and gases
of solids, liquids and gases in terms of the to the forces and distances between molecules
arrangement, separation and motion of the and to the motion of the molecules
molecules
•• Interpret the temperature of a gas in terms of the
motion of its molecules
•• Describe qualitatively the pressure of a gas in •• Explain pressure in terms of the change of
terms of the motion of its molecules momentum of the particles striking the walls
•• Show an understanding of the random motion creating a force
of particles in a suspension as evidence for the •• Show an appreciation that massive particles may
kinetic molecular model of matter be moved by light, fast-moving molecules
•• Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
2.1.3 Evaporation
Core Supplement
•• Describe evaporation in terms of the escape of •• Demonstrate an understanding of how
more-energetic molecules from the surface of a temperature, surface area and draught over a
liquid surface influence evaporation
•• Relate evaporation to the consequent cooling of •• Explain the cooling of a body in contact with an
the liquid evaporating liquid

2.1.4 Pressure changes

Core Supplement
•• Describe qualitatively, in terms of molecules, the •• Recall and use the equation
effect on the pressure of a gas of: pV = constant for a fixed mass of gas
–– a change of temperature at constant volume at constant temperature
–– a change of volume at constant temperature
2.2 Thermal properties and temperature

2.2.1 Thermal expansion of solids, liquids and gases
Core
Supplement
•• Describe qualitatively the thermal expansion of
solids, liquids, and gases at constant pressure •• Explain, in terms of the motion and arrangement
•• Identify and explain some of the everyday of molecules, the relative order of the magnitude
applications and consequences of thermal of the expansion of solids, liquids and gases
expansion
2.2.2 Measurement of temperature

Core Supplement
•• Appreciate how a physical property that •• Demonstrate understanding of sensitivity, range
varies with temperature may be used for and linearity
the measurement of temperature, and state •• Describe the structure of a thermocouple and
examples of such properties show understanding of its use as a thermometer
•• Recognise the need for and identify fixed points for measuring high temperatures and those that
•• Describe and explain the structure and action of vary rapidly
liquid-in-glass thermometers •• Describe and explain how the structure of
a liquid-in-glass thermometer relates to its
sensitivity, range and linearity
2.2.3 Thermal capacity (heat capacity)

Core Supplement
•• Relate a rise in the temperature of a body to an •• Give a simple molecular account of an increase in
increase in its internal energy internal energy
•• Show an understanding of what is meant by the •• Recall and use the equation
thermal capacity of a body thermal capacity = mc
•• Define specific heat capacity
•• Describe an experiment to measure the specific
heat capacity of a substance
•• Recall and use the equation
change in energy = mc∆T

2.2.4 Melting and boiling

Core Supplement
•• Describe melting and boiling in terms of energy •• Distinguish between boiling and evaporation
input without a change in temperature
•• State the meaning of melting point and boiling
point
•• Describe condensation and solidification in terms •• Use the terms latent heat of vaporisation and
of molecules latent heat of fusion and give a molecular
interpretation of latent heat
•• Define specific latent heat
•• Describe an experiment to measure specific
latent heats for steam and for ice
•• Recall and use the equation energy = ml
2.3 Thermal processes

2.3.1 Conduction
Core Supplement
•• Describe experiments to demonstrate the •• Give a simple molecular account of conduction in
properties of good and bad thermal conductors solids including lattice vibration and transfer by
electrons
2.3.2 Convection
Core
•• Recognise convection as an important method of
thermal transfer in fluids
•• Relate convection in fluids to density changes
and describe experiments to illustrate convection
2.3.3 Radiation
Core Supplement
•• Identify infrared radiation as part of the •• Describe experiments to show the properties
electromagnetic spectrum of good and bad emitters and good and bad
•• Recognise that thermal energy transfer by absorbers of infrared radiation
radiation does not require a medium
•• Describe the effect of surface colour (black •• Show understanding that the amount of
or white) and texture (dull or shiny) on the radiation emitted also depends on the surface
emission, absorption and reflection of radiation temperature and surface area of a body

2.3.4 Consequences of energy transfer

Core
•• Identify and explain some of the everyday
applications and consequences of conduction,
convection and radiation
3 Properties of waves, including light and sound

3.1 General wave properties
Core Supplement
•• Demonstrate understanding that waves transfer
energy without transferring matter
•• Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and
by experiments using water waves
•• Use the term wavefront
•• Give the meaning of speed, frequency, •• Recall and use the equation v = f λ
wavelength and amplitude
•• Distinguish between transverse and longitudinal
waves and give suitable examples
•• Describe how waves can undergo: •• Describe how wavelength and gap size affects
–– reflection at a plane surface diffraction through a gap
–– refraction due to a change of speed •• Describe how wavelength affects diffraction at
an edge
–– diffraction through a narrow gap
•• Describe the use of water waves to demonstrate
reflection, refraction and diffraction
3.2 Light
3.2.1 Reflection of light
Core Supplement
•• D
escribe the formation of an optical image by a •• Recall that the image in a plane mirror is virtual
plane mirror, and give its characteristics •• Perform simple constructions, measurements and
•• Recall and use the law calculations for reflection by plane mirrors
angle of incidence = angle of reflection

3.2.2 Refraction of light

Core Supplement
•• Describe an experimental demonstration of the •• Recall and use the definition of refractive index n
refraction of light in terms of speed
•• Use the terminology for the angle of incidence i •• Recall and use the equation
sin i
=n
and angle of refraction r and describe the passage sin r
of light through parallel-sided transparent •• Recall and use n = 1
sin c
material
•• Describe and explain the action of optical fibres
•• Give the meaning of critical angle particularly in medicine and communications
•• Describe internal and total internal reflection technology
3.2.3 Thin converging lens

Core Supplement
•• Describe the action of a thin converging lens on a
beam of light
•• Use the terms principal focus and focal length
•• Draw ray diagrams for the formation of a real •• Draw and use ray diagrams for the formation of a
image by a single lens virtual image by a single lens
•• Describe the nature of an image using the terms •• Use and describe the use of a single lens as a
enlarged/same size/diminished and upright/ magnifying glass
inverted •• Show understanding of the terms real image and
virtual image
3.2.4 Dispersion of light

Core Supplement
•• Give a qualitative account of the dispersion •• Recall that light of a single frequency is described
of light as shown by the action on light of a as monochromatic
glass prism including the seven colours of the
spectrum in their correct order

3.3 Electromagnetic spectrum

Core Supplement
•• Describe the main features of the •• State that the speed of electromagnetic waves in
electromagnetic spectrum in order of wavelength a vacuum is 3.0 × 108 m / s and is approximately
•• State that all electromagnetic waves travel with the same in air
the same high speed in a vacuum
•• Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including:
–– r adio and television communications (radio
waves)
–– s atellite television and telephones
(microwaves)
–– e lectrical appliances, remote controllers for
televisions and intruder alarms (infrared)
–– medicine and security (X-rays)
•• Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
3.4 Sound
Core Supplement
•• Describe the production of sound by vibrating
sources
•• Describe the longitudinal nature of sound waves •• Describe compression and rarefaction
•• State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
•• Show an understanding of the term ultrasound
•• Show an understanding that a medium is needed
to transmit sound waves
•• Describe an experiment to determine the speed •• State typical values of the speed of sound in
of sound in air gases, liquids and solids
•• Relate the loudness and pitch of sound waves to
amplitude and frequency
•• Describe how the reflection of sound may
produce an echo

4 Electricity and magnetism

4.1 Simple phenomena of magnetism
Core Supplement
•• Describe the forces between magnets, and •• Explain that magnetic forces are due to
between magnets and magnetic materials interactions between magnetic fields
•• Give an account of induced magnetism
•• Distinguish between magnetic and non-magnetic
materials
•• Describe methods of magnetisation, to include •• Describe methods of demagnetisation, to include
stroking with a magnet, use of direct current hammering, heating and use of alternating
(d.c.) in a coil and hammering in a magnetic field current (a.c.) in a coil
•• Draw the pattern of magnetic field lines around a
bar magnet
•• Describe an experiment to identify the pattern of
magnetic field lines, including the direction
•• Distinguish between the magnetic properties of
soft iron and steel
•• Distinguish between the design and use of
permanent magnets and electromagnets
4.2 Electrical quantities

4.2.1 Electric charge
Core Supplement
•• State that there are positive and negative charges •• State that charge is measured in coulombs
•• State that unlike charges attract and that like •• State that the direction of an electric field at a
charges repel point is the direction of the force on a positive
•• Describe simple experiments to show the charge at that point
production and detection of electrostatic charges •• Describe an electric field as a region in which an
•• State that charging a body involves the addition electric charge experiences a force
or removal of electrons •• Describe simple field patterns, including the field
around a point charge, the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
•• Give an account of charging by induction
•• Distinguish between electrical conductors and •• Recall and use a simple electron model to
insulators and give typical examples distinguish between conductors and insulators

4.2.2 Current
Core Supplement
•• State that current is related to the flow of charge •• Show understanding that a current is a rate of
•• Use and describe the use of an ammeter, both flow of charge and recall and use the equation
analogue and digital I = Q / t
•• State that current in metals is due to a flow of •• Distinguish between the direction of flow of
electrons electrons and conventional current
4.2.3 Electromotive force

Core Supplement
•• State that the electromotive force (e.m.f.) of an •• Show understanding that e.m.f. is defined in
electrical source of energy is measured in volts terms of energy supplied by a source in driving
charge round a complete circuit
4.2.4 Potential difference

Core Supplement
•• State that the potential difference (p.d.) across a •• Recall that 1 V is equivalent to 1 J / C
circuit component is measured in volts
•• Use and describe the use of a voltmeter, both
analogue and digital
4.2.5 Resistance
Core Supplement
•• State that resistance = p.d. / current and •• Sketch and explain the current–voltage
understand qualitatively how changes in p.d. or characteristic of an ohmic resistor and a filament
resistance affect current lamp
•• Recall and use the equation R = V / I
•• Describe an experiment to determine resistance
using a voltmeter and an ammeter
•• Relate (without calculation) the resistance of a •• Recall and use quantitatively the proportionality
wire to its length and to its diameter between resistance and length, and the inverse
proportionality between resistance and cross-
sectional area of a wire
4.2.6 Electrical working

Core Supplement
•• Understand that electric circuits transfer energy •• Recall and use the equations P = IV and
from the battery or power source to the circuit E = IVt
components then into the surroundings

4.3 Electric circuits

4.3.1 Circuit diagrams
Core Supplement
•• Draw and interpret circuit diagrams containing •• Draw and interpret circuit diagrams containing
sources, switches, resistors (fixed and variable), diodes
heaters, thermistors, light-dependent resistors,
lamps, ammeters, voltmeters, galvanometers,
magnetising coils, transformers, bells, fuses and
relays
4.3.2 Series and parallel circuits

Core Supplement
•• Understand that the current at every point in a •• Calculate the combined e.m.f. of several sources
series circuit is the same in series
•• Give the combined resistance of two or more •• Recall and use the fact that the sum of the p.d.s
resistors in series across the components in a series circuit is equal
•• State that, for a parallel circuit, the current from to the total p.d. across the supply
the source is larger than the current in each •• Recall and use the fact that the current from the
branch source is the sum of the currents in the separate
•• State that the combined resistance of two branches of a parallel circuit
resistors in parallel is less than that of either •• Calculate the effective resistance of two resistors
resistor by itself in parallel
•• State the advantages of connecting lamps in
parallel in a lighting circuit
4.3.3 Action and use of circuit components

Core Supplement
•• Describe the action of a variable potential divider •• Describe the action of a diode and show
(potentiometer) understanding of its use as a rectifier
•• Describe the action of thermistors and light- •• Recognise and show understanding of circuits
dependent resistors and show understanding of operating as light-sensitive switches and
their use as input transducers temperature-operated alarms (to include the use
•• Describe the action of a relay and show of a relay)
understanding of its use in switching circuits

4.4 Digital electronics

Supplement
•• Explain and use the terms analogue and digital
in terms of continuous variation and high/low
states
•• Describe the action of NOT, AND, OR, NAND
and NOR gates
•• Recall and use the symbols for logic gates
•• Design and understand simple digital circuits
combining several logic gates
•• Use truth tables to describe the action of
individual gates and simple combinations of
gates
4.5 Dangers of electricity

Core
•• State the hazards of:
–– damaged insulation
–– overheating of cables
–– damp conditions
•• State that a fuse protects a circuit
•• Explain the use of fuses and circuit breakers
and choose appropriate fuse ratings and circuit-
breaker settings
•• Explain the benefits of earthing metal cases
4.6 Electromagnetic effects

4.6.1 Electromagnetic induction
Core Supplement
•• Show understanding that a conductor moving •• Show understanding that the direction of an
across a magnetic field or a changing magnetic induced e.m.f. opposes the change causing it
field linking with a conductor can induce an e.m.f. •• State and use the relative directions of force,
in the conductor field and induced current
•• Describe an experiment to demonstrate
electromagnetic induction
•• State the factors affecting the magnitude of an
induced e.m.f.

4.6.2 a.c. generator

Core Supplement
•• Distinguish between d.c. and a.c. •• Describe and explain a rotating-coil generator
and the use of slip rings
•• Sketch a graph of voltage output against time for
a simple a.c. generator
•• Relate the position of the generator coil to the
peaks and zeros of the voltage output
4.6.3 Transformer
Core Supplement
•• Describe the construction of a basic transformer •• Describe the principle of operation of a
with a soft-iron core, as used for voltage transformer
transformations
•• Recall and use the equation •• Recall and use the equation Ip Vp = Is Vs
(Vp / Vs) = (Np / Ns) (for 100% efficiency)
•• Understand the terms step-up and step-down
•• Describe the use of the transformer in high-
voltage transmission of electricity
•• Give the advantages of high-voltage transmission •• Explain why power losses in cables are lower
when the voltage is high
4.6.4 The magnetic effect of a current

Core Supplement
•• Describe the pattern of the magnetic field •• State the qualitative variation of the strength
(including direction) due to currents in straight of the magnetic field over salient parts of the
wires and in solenoids pattern
•• Describe applications of the magnetic effect of •• State that the direction of a magnetic field line at
current, including the action of a relay a point is the direction of the force on the N pole
of a magnet at that point
•• Describe the effect on the magnetic field of
changing the magnitude and direction of the
current
4.6.5 Force on a current-carrying conductor

Core Supplement
•• Describe an experiment to show that a force acts •• State and use the relative directions of force,
on a current-carrying conductor in a magnetic field and current
field, including the effect of reversing: •• Describe an experiment to show the
–– the current corresponding force on beams of charged
–– the direction of the field particles

4.6.6 d.c. motor

Core Supplement
•• State that a current-carrying coil in a magnetic •• Relate this turning effect to the action of an
field experiences a turning effect and that the electric motor including the action of a split-ring
effect is increased by: commutator
–– increasing the number of turns on the coil
–– increasing the current
–– increasing the strength of the magnetic field
5 Atomic physics
5.1 The nuclear atom
5.1.1 Atomic model
Core Supplement
•• Describe the structure of an atom in terms of a •• Describe how the scattering of α-particles by
positive nucleus and negative electrons thin metal foils provides evidence for the nuclear
atom
5.1.2 Nucleus
Core Supplement
•• Describe the composition of the nucleus in terms •• State the meaning of nuclear fission and nuclear
of protons and neutrons fusion
•• State the charges of protons and neutrons
•• Use the term proton number Z
•• Use the term nucleon number A
•• Use the term nuclide and use the nuclide •• Balance equations involving nuclide notation
notation A
ZX
•• Use and explain the term isotope
5.2 Radioactivity
5.2.1 Detection of radioactivity
Core
•• Demonstrate understanding of background
radiation
•• Describe the detection of α-particles, β‑particles
and γ-rays (β + are not included: β-particles will
be taken to refer to β –)

5.2.2 Characteristics of the three kinds of emission

Core Supplement
•• Discuss the random nature of radioactive
emission
•• Identify α-, β- and γ-emissions by recalling •• Describe their deflection in electric fields and in
–– their nature magnetic fields
–– their relative ionising effects •• Interpret their relative ionising effects
–– t heir relative penetrating abilities •• Give and explain examples of practical
(β + are not included, β-particles will be taken applications of α-, β- and γ-emissions
to refer to β –)
5.2.3 Radioative decay
Core Supplement
•• State the meaning of radioactive decay •• Use equations involving nuclide notation to
•• State that during α- or β-decay the nucleus represent changes in the composition of the
changes to that of a different element nucleus when particles are emitted
5.2.4 Half-life
Core Supplement
•• Use the term half-life in simple calculations, •• Calculate half-life from data or decay curves
which might involve information in tables or from which background radiation has not been
decay curves subtracted
5.2.5 Safety precautions

Core
•• Recall the effects of ionising radiations on living
things
•• Describe how radioactive materials are handled,
used and stored in a safe way

4 Details of the assessment
All candidates take three papers.
Core Assessment
Core candidates take the following papers that have questions based on the Core subject content only:
Paper 1 – Multiple Choice (Core)
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-choice type. This paper tests assessment objectives AO1
and AO2.
Paper 3 – Theory (Core)
1 hour 15 minutes, 80 marks
Short-answer and structured questions testing assessment objectives AO1 and AO2.
Extended Assessment
Extended candidates take the following papers that have questions based on the Core and Supplement subject
content:
Paper 2 – Multiple Choice (Extended)
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-choice type. This paper tests assessment objectives AO1
and AO2.
Paper 4 – Theory (Extended)
Short-answer and structured questions testing assessment objectives AO1 and AO2.

Cambridge IGCSE Physics 0625 syllabus for 2020 and 2021. Details of the assessment
Practical Assessment
All candidates take one practical component from a choice of two:
Paper 5 – Practical Test
This paper tests assessment objective AO3 in a practical context.
or
Paper 6 – Alternative to Practical Test
1 hour, 40 marks
This paper tests assessment objective AO3 in a written paper.
Whichever practical paper is chosen please be aware that:

•• they test the same assessment objective, AO3
•• they require the same experimental skills to be learned and developed
•• the same sequence of practical activities is appropriate.
Candidates must not use textbooks or any of their course notes in the practical component.
Questions in the practical papers are structured to assess performance across the grade range A* to G. The
information candidates need to answer the questions is in the question paper itself or the experimental context and
skills listed below. The questions do not assess specific syllabus content.
Experimental skills tested in Paper 5 Practical Test and Paper 6 Alternative to Practical
Candidates may be asked questions on the following experimental contexts:
•• measurement of physical quantities such as length or volume or force
•• cooling and heating
•• springs and balances
•• timing motion or oscillations
•• electric circuits
•• optics equipment such as mirrors, prisms and lenses
•• procedures using simple apparatus, in situations where the method may not be familiar to the candidate.
Candidates may be required to do the following:

•• use, or describe the use of, common techniques, apparatus and materials, for example ray-tracing equipment or
the connection of electric circuits
•• select the most appropriate apparatus or method for a task and justify the choice made
•• draw, complete or label diagrams of apparatus

•• explain the manipulation of the apparatus to obtain observations or measurements, for example:
–– when determining a derived quantity, such as the extension per unit load for a spring
–– when testing/identifying the relationship between two variables, such as between the p.d. across a wire
and its length
–– when comparing physical quantities, such as two masses using a balancing method
•• make estimates or describe outcomes which demonstrate their familiarity with an experiment, procedure or
technique
•• take readings from an appropriate measuring device or from an image of the device (for example thermometer,
rule, protractor, measuring cylinder, ammeter, stop-watch), including:
–– reading analogue and digital scales with accuracy and appropriate precision
–– interpolating between scale divisions when appropriate
–– correcting for zero errors, where appropriate
•• plan to take a sufficient number and range of measurements, repeating where appropriate to obtain an average
value
•• describe or explain precautions taken in carrying out a procedure to ensure safety or the accuracy of
observations and data, including the control of variables
•• identify key variables and describe how, or explain why, certain variables should be controlled
•• record observations systematically, for example in a table, using appropriate units and to a consistent and
appropriate degree of precision
•• process data, using a calculator where necessary
•• present and analyse data graphically, including the use of best-fit lines where appropriate, interpolation and
extrapolation, and the determination of a gradient, intercept or intersection
•• draw an appropriate conclusion, justifying it by reference to the data and using an appropriate explanation
•• comment critically on a procedure or point of practical detail and suggest an appropriate improvement
•• evaluate the quality of data, identifying and dealing appropriately with any anomalous results
•• identify possible causes of uncertainty, in data or in a conclusion
•• plan an experiment or investigation including making reasoned predictions of expected results and suggesting
suitable apparatus and techniques.
Teaching experimental skills

We expect you to look for suitable opportunities to embed practical techniques and investigative work throughout
the course.
The best way to prepare candidates for these papers is to integrate practical work fully into the course so that it
becomes a normal part of your teaching. Practical work helps candidates to:
•• develop a deeper understanding of the syllabus topics
•• learn to appreciate the way in which scientific theories are developed and tested
•• develop experimental skills and positive scientific attitudes such as objectivity, integrity, cooperation,
enquiry and inventiveness.

Apparatus list
This list contains the items you will need for teaching the experimental skills needed for both practical papers, as
well as the Paper 5 exam. It is not exhaustive and does not include equipment commonly regarded as standard
in a physics laboratory. The Confidential Instructions we send you before the Paper 5 exam will give the detailed
requirements for the exam.
•• an ammeter FSD 1 A or 1.5 A

•• voltmeter FSD 1 V, 5 V
•• cells and holders to enable several cells to be joined
•• connecting leads and crocodile clips
•• d.c. power supply, variable to 12 V
•• low voltage filament lamps in holders
•• various resistors and resistance wire
•• switch
•• metre rule
•• good supply of masses and holder
•• springs
•• stop-watch
•• newton meter
•• plastic or polystyrene cup
•• Plasticine or modelling clay
•• thermometer, –10 °C to +110 °C at 1 °C graduations
•• wooden board
•• converging lens with f = 15 cm
•• glass or Perspex block, rectangular and semicircular
•• optics pins
•• ray box
•• measuring cylinder, 25 cm3, 100 cm3.

Glossary of terms used in science papers

This glossary (which is relevant only to science subjects) will prove helpful to candidates as a guide, but it is neither
exhaustive nor definitive. The glossary has been deliberately kept brief, not only with respect to the number of
terms included, but also to the descriptions of their meanings. Candidates should appreciate that the meaning of a
term must depend, in part, on its context.
1 Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being required.
2
What do you understand by/What is meant by (the term(s) … ) normally implies that a definition should be given,
together with some relevant comment on the significance or context of the term(s) concerned, especially
where two or more terms are included in the question. The amount of supplementary comment intended
should be interpreted in the light of the indicated mark value.
3 State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can readily
be obtained ‘by inspection’).
4 List requires a number of points, generally each of one word, with no elaboration. Where a given number of
points is specified this should not be exceeded.
5 (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way of
asking candidates to give reasons. The candidate needs to leave the examiner in no doubt why something
happens.
(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.
6 Describe requires the candidate to state in words (using diagrams where appropriate) the main points.
Describe and explain may be coupled, as may state and explain.
7 Discuss requires the candidate to give a critical account of the points involved.
8 Outline implies brevity (i.e. restricting the answer to giving essentials).
9 Predict implies that the candidate is expected to make a prediction not by recall but by making a logical
connection between other pieces of information.
10 Deduce implies that the candidate is not expected to produce the required answer by recall but by making a
logical connection between other pieces of information.
11 Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in physics there
are several examples of energy resources from which electricity, or other useful forms of energy, may be
obtained), or to imply that candidates are expected to apply their general knowledge of the subject to a ‘novel’
situation, one that may be formally ‘not in the syllabus’ – many data response and problem-solving questions
are of this type.
12 Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13 Calculate is used when a numerical answer is required. In general, working should be shown, especially where
two or more steps are involved.
14 Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument
(e.g. length using a rule, or mass using a balance).
15 Determine often implies that the quantity concerned cannot be measured directly but is obtained from a graph
or by calculation.
16 Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values of quantities
not otherwise included in the question.
17 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, free-hand drawing is acceptable; nevertheless, care should be taken
over proportions and the clear exposition of important details.

5 Appendix
Electrical symbols
cell switch
battery of cells
or earth or ground
power supply electric bell
a.c. power supply buzzer
junction of
microphone
conductors
lamp loudspeaker
fixed resistor motor M
variable resistor generator G
thermistor ammeter A
light dependent
voltmeter V
resistor
heater galvanometer

Cambridge IGCSE Physics 0625 syllabus for 2020 and 2021. Appendix
potential divider oscilloscope
relay coil AND gate
transformer OR gate
diode NAND gate
light-emitting
NOR gate
diode
fuse NOT gate

Symbols and units for physical quantities

Candidates should be able to give the symbols for the following physical quantities and, where indicated, state
the units in which they are measured. The list for the Extended syllabus content includes both the Core and the
Supplement.
Candidates should be familiar with the following multipliers: M mega, k kilo, c centi, m milli.
Core Supplement
Quantity Usual Usual unit Quantity Usual Usual

symbol symbol unit
length l, h … km, m, cm, mm
area A m2, cm2
volume V m3 , cm3
weight W N
mass m, M kg, g mass m, M mg
time t h, min, s time t ms
density ρ g / cm3 , kg / m3
speed u, v km / h, m / s, cm / s
acceleration a acceleration a m / s2
acceleration of g acceleration of free fall g m / s2

free fall
force F N
gravitational field g N / kg

strength
momentum p kg m / s
impulse Ns
moment of a force N m
work done W, E J, kJ, MJ
energy E J, kJ, MJ
power P W, kW, MW
pressure p N / m2 pressure p Pa
atmospheric mm Hg
pressure
temperature θ, T °C
thermal capacity (heat C J / °C

capacity)
specific heat capacity c J / (g °C),

J / (kg °C)

Core Supplement
Quantity Usual Usual unit Quantity Usual Usual

symbol symbol unit
latent heat L J
specific latent heat l J / kg, J / g
frequency f Hz, kHz
wavelength λ m, cm
focal length f cm
angle of incidence i degree (°)
angle of reflection, r degree (°)

refraction
critical angle c degree (°)
refractive index n
potential V V, mV
difference/voltage
current I A , mA
e.m.f. E V
resistance R Ω
charge Q C

Safety in the laboratory

Responsibility for safety matters rests with centres. Further information can be found from the following UK
associations, publications and regulations.
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2009 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2007 update of 1995 edition (available to CLEAPSS members only)
UK Regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
A brief guide may be found at

www.hse.gov.uk/pubns/indg136.pdf

Mathematical requirements
Calculators may be used in all parts of the examination.
Candidates should be able to:

•• add, subtract, multiply and divide
•• use averages, decimals, fractions, percentages, ratios and reciprocals
•• use standard notation, including both positive and negative indices
•• understand significant figures and use them appropriately
•• recognise and use direct and inverse proportion
•• use positive, whole number indices in algebraic expressions
•• draw charts and graphs from given data
•• interpret charts and graphs
•• determine the gradient and intercept of a graph
•• select suitable scales and axes for graphs
•• make approximate evaluations of numerical expressions
•• recall and use equations for the areas of a rectangle, triangle and circle and the volumes of a rectangular block
and a cylinder
•• use mathematical instruments (ruler, compasses, protractor and set square)
•• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, parallelogram,
rectangle and diagonal
•• solve equations of the form x = y + z and x = yz for any one term when the other two are known
•• recognise and use clockwise and anticlockwise directions
•• recognise and use points of the compass (N, S, E, W)
•• use sines and inverse sines (Extended candidates only).

Presentation of data
The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time / s for
time in seconds.
(a) Tables
•• Each column of a table should be headed with the physical quantity and the appropriate unit, e.g. time / s.
•• The column headings of the table can then be directly transferred to the axes of a constructed graph.
(b) Graphs
•• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).
•• Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
•• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable.
•• The graph is the whole diagrammatic presentation, including the best-fit line when appropriate. It may
have one or more sets of data plotted on it.
•• Points on the graph should be clearly marked as crosses (×) or encircled dots ().
•• Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half of each
of the smallest squares on the grid.
•• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. The line does not need to
coincide exactly with any of the points; where there is scatter evident in the data, Examiners would expect
a roughly even distribution of points either side of the line over its entire length. Points that are clearly
anomalous should be ignored when drawing the best-fit line.
•• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half
of the length of the best-fit line, and this triangle should be marked on the graph.
(c) Bar charts
•• These are drawn when one of the variables is not numerical.
(d) Numerical results
•• Data should be recorded so as to reflect the precision of the measuring instrument.
•• The number of significant figures given for calculated quantities should be appropriate to the least number
of significant figures in the raw data used.

ICT opportunities
In order to play a full part in modern society, candidates need to be confident and effective users of ICT. This
syllabus provides candidates with a wide range of opportunities to use ICT in their study of physics.
Opportunities for ICT include:

•• gathering information from the internet, DVDs and CD-ROMs
•• gathering data using sensors linked to data-loggers or directly to computers
•• using spreadsheets and other software to process data
•• using animations and simulations to visualise scientific ideas
•• using software to present ideas and information on paper and on screen.
Conventions (e.g. signs, symbols, terminology and nomenclature)

Syllabuses and question papers conform with generally accepted international practice. In particular, the following
document, produced by the Association for Science Education (ASE), should be used as a guideline.
•• Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the line.
Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to 10 000
will be printed without commas. A space will be left between each group of three whole numbers, e.g. 4 256 789.

6 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/examsofficers
Before you start

Previous study
We recommend that learners starting this course should have studied a physics curriculum such as the Cambridge
Lower Secondary programme or equivalent national educational framework such as the Key Stage 3 programme of
study within the National Curriculum for England.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subject
during the course but this is for guidance only. The number of hours a learner needs to achieve the qualification
may vary according to local practice and their previous experience of the subject.
Availability and timetables

You can enter candidates in the June and November exam series. If your school is in India, you can enter your
candidates in the March exam series. You can view the timetable for your administrative zone at
www.cambridgeinternational.org/timetables
Private candidates can enter for this syllabus.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
•• Cambridge IGCSE (9–1) Physics (0972)
•• Cambridge IGCSE Physical Science (0652)
•• Cambridge IGCSE Combined Science (0653)
•• Cambridge IGCSE Co-ordinated Sciences (Double Award) (0654)
•• Cambridge IGCSE (9–1) Co-ordinated Sciences (Double Award) (0973)
•• Cambridge O Level Combined Science (5129)
•• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.

Cambridge IGCSE Physics 0625 syllabus for 2020 and 2021. What else you need to know
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as ‘administrative
zones’. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/examsofficers
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear qualification so
candidates cannot re-sit individual components.
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct
and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
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standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate. In
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•• X (no result)
•• Y (to be issued)
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•• To measure learning and achievement.
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Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
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Find more information at www.cambridgeinternational.org/igcse

Changes to this syllabus for 2020 and 2021

The syllabus has been updated. This is version 1, published September 2017.
From 2020 this syllabus will no longer be regulated by the qualifications and examinations regulator in England,
Wales and Northern Ireland.
Changes to the syllabus and specimen papers reflect the change in regulated status. There are no other changes to
the syllabus or specimen assessment material.
The syllabus and specimen papers have been updated with the new name for Cambridge Assessment International
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with this syllabus.

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Copyright © UCLES September 2017

Cambridge IGCSE®
*0123456789*
PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For examination from 2020
SPECIMEN PAPER
45 minutes
Additional materials: Multiple choice answer sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.

Do not use staples, paper clips, 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.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
This document consists of 19 printed pages and 1 blank page.
© UCLES 2017 [Turn over

2
1 Which quantity is measured in newtons?
A density
B energy
C pressure
D weight
2 A measuring cylinder is used to measure the volume of a quantity of water.
Which measuring technique would not improve the accuracy of the measurement?
A making sure that the measuring cylinder is vertical

B making sure that the water surface is at eye level
C reading the top of the water meniscus
D using the smallest measuring cylinder available that will contain all the water
3 Two distance-time graphs and two speed-time graphs are shown.
Which graph represents an object that is at rest?
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
© UCLES 2017 0625/01/SP/20

3
4 An astronaut in an orbiting spacecraft experiences a force due to gravity. This force is less than
when she is on the Earth’s surface.
Compared with being on the Earth’s surface, how do her mass and her weight change when she
goes into orbit?
mass in orbit weight in orbit
A decreases decreases
B decreases unchanged
C unchanged decreases
D unchanged unchanged
5 The diagram shows an experiment to find the density of a liquid.
cm3 cm3
50 50
40 measuring 40
cylinder
30 30
liquid
20 20
10 balance 10
g g
What is the density of the liquid?
A 0.5 g / cm3 B 2.0 g / cm3 C 8.0 g / cm3 D 10.0 g / cm3
6 An experiment is carried out to measure the extension of a rubber band for different loads.
The results are shown below.
load / N 0 1.0 2.0 3.0

length / cm 15.2 16.2 18.6
extension / cm 0 1.0 2.1 3.4
Which figure is missing from the table?
A 17.2 B 17.3 C 17.4 D 17.6
© UCLES 2017 0625/01/SP/20 [Turn over

4
7 Which statement about an object moving in a straight line through air is correct?
A When it accelerates, the resultant force acting on it is zero.

B When it moves at a steady speed, the air resistance acting on it is zero.
C When it moves at a steady speed, the resultant force acting on it is zero.
D When it moves, there is a resultant force acting on it.
8 The diagram shows a balance being used to find the weight of a baby. The weight of the basket
can be ignored.
At equilibrium, the pivot is nearer to the 40 N balancing weight than to the baby.
centre of mass
of beam
pivot
40 N
baby
basket
What is the weight of the baby?
A less than 40 N
B 40 N
C more than 40 N
D impossible to tell without a scale on the beam
9 The diagram shows four objects on a flat surface.
The centre of mass of each object is marked M.
Which object is about to fall over?
A B C D
M M M M
© UCLES 2017 0625/01/SP/20

5
10 A ball is dropped on to a hard surface and bounces. It does not bounce all the way back to where
it started, and so has not regained all of its original gravitational potential energy.
ball dropped
from here
ball bounces
to here
hard surface
Which statement accounts for the loss of gravitational potential energy?
A Energy was destroyed as the ball hit the ground.

B Energy was destroyed as the ball travelled through the air.
C The chemical energy and elastic energy of the ball have increased.
D The internal (heat) energy of the ball and its surroundings has increased.
11 Which energy resource is used to boil water to generate electricity?
A hydroelectric
B nuclear fission
C tides
D waves

6
12 Two farmers use an electrically powered elevator to lift bales of hay. All the bales of hay have the
same mass.
bale of hay
elevator
As sunset approaches, they increase the speed of the elevator so that more bales are lifted up in
a given time.
How does this affect the work done in lifting each bale and the useful output power of the
elevator?
work done in useful output power

lifting each bale of the elevator
A increases decreases
B increases increases
C no change decreases
D no change increases
© UCLES 2017 0625/01/SP/20

7
13 A dam across a lake is divided into two sections by a rock. Section X is longer than section Y but
the two sections are otherwise identical. The water in the lake by the dam is the same depth
everywhere. The diagram shows a view from above of the lake and the dam.
section X of dam
water in
lake
rock
section Y of dam
The water creates a total force on each section of the dam and an average pressure on each
section of the dam.
Which statement is correct?
A The average pressure on X equals the average pressure on Y.

B The average pressure on X is less than the average pressure on Y.
C The total force on X equals the total force on Y.
D The total force on X is less than the total force on Y.

8
14 The diagram shows a simple mercury barometer alongside a mercury manometer. The
manometer contains some trapped gas.
cm
90
vacuum
80
70
trapped
gas
60
50
76 cm 40
mercury
30
20
10
What is the pressure of the trapped gas?
A 10 cm of mercury
B 50 cm of mercury
C 66 cm of mercury
D 86 cm of mercury
15 The diagrams show two swimming pools. One contains fresh water and the other contains salt
water. Salt water is more dense than fresh water.
At which labelled point is the pressure the greatest?
water surface water surface
A C
B D
fresh water (less dense) salt water (more dense)
© UCLES 2017 0625/01/SP/20

9
16 Very small pollen grains are suspended in a beaker of water. A bright light shines from the side.
Small, bright dots of light are seen through a microscope. The dots move in rapidly changing,
random directions.
eye
microscope
light
pollen grains
in water
What are the bright dots?
A pollen grains being hit by other pollen grains

B pollen grains being hit by water molecules
C water molecules being hit by other water molecules
D water molecules being hit by pollen grains
17 A sealed gas cylinder is left outside on a hot, sunny day.
What happens to the average speed of the gas molecules and to the pressure of the gas in the
cylinder as the temperature of the gas rises?
average speed of pressure of gas in

gas molecules cylinder
B decreases increases
C increases decreases
D increases increases

10
18 A pool of water evaporates. As molecules escape, the temperature of the water left in the pool
changes.
From where do the molecules escape and what is the effect on the temperature of the water in
the pool?
molecules escape from temperature of water in the pool
A all parts of the liquid decreases

B all parts of the liquid increases
C only the liquid surface decreases
D only the liquid surface increases
19 An engineer wants to fix a steel washer on to a steel rod. The rod is just too big to fit into the hole
of the washer.
steel steel rod

washer
How can the engineer fit the washer on to the rod?
A Cool the washer and then place it over the rod.

B Cool the washer and rod to the same temperature and then push them together.
C Heat the rod and then place it in the hole in the washer.
D Heat the washer and then place it over the rod.
© UCLES 2017 0625/01/SP/20

11
20 The diagram shows some ice being used to lower the temperature of some warm water.
ice
warm water
glass
What is the main process by which the water at the bottom of the glass becomes cool?
A condensation
B conduction
C convection
D radiation
21 Which list contains only transverse waves?
A infra-red waves, light waves, sound waves

B infra-red waves, light waves, ultraviolet waves
C infra-red waves, sound waves, ultraviolet waves
D light waves, sound waves, ultraviolet waves
22 The diagram shows a wave.
Which labelled distance is the wavelength?
B D
A

12
23 The diagrams show water waves that move more slowly after passing into shallow water.
Which diagram shows what happens to the waves?
A B
fast slow fast slow
deep shallow deep shallow

water water water water
C D
fast slow fast slow

24 The diagram shows a ray of light incident on the edge of a piece of glass. The angle i is greater
than the critical angle.
Which arrow shows the direction of the ray after it leaves the edge of the glass?
normal
ray of
D
light
i
glass
air
C
A
B
© UCLES 2017 0625/01/SP/20

13
25 In the diagram, the distance OP is the focal length of the converging lens. One ray of light from O
is shown.
Through which point will this ray pass, after refraction by the lens?
converging lens
A
O P D B
focal length focal length

C
26 Light from the Sun passes through a prism and a spectrum is produced on a screen.
screen
narrow slit
light from X
red
the Sun
violet
A thermometer placed at X shows a large temperature increase.
Which type of radiation causes this temperature increase?
A infra-red
B microwave
C ultraviolet
D visible light

14
27 An echo-sounder on a ship produces a pulse of sound. The echo is received by the echo-sounder
after two seconds.
ship
echo-sounder
sea bed
The speed of sound in sea-water is 1500 m / s.
What is the depth of the sea-water below the ship?
A 750 m B 1500 m C 3000 m D 6000 m
28 Which frequency produces a sound that can be heard by a person?
A 2 Hz B 10 Hz C 2 kHz D 30 kHz
29 The diagram shows apparatus that can be used to make a magnet.
power supply
metal
coil
Which metal and which power supply are used to make a permanent magnet?
metal power supply
A iron 6 V a.c.
B iron 6 V d.c.
C steel 6 V a.c.
D steel 6 V d.c.
© UCLES 2017 0625/01/SP/20

15
30 A polythene rod repels an inflated balloon hanging from a nylon thread.
Why do the rod and balloon repel?
A The rod and the balloon have opposite charges.

B The rod and the balloon have like charges.
C The rod is charged but the balloon is not.
D The balloon is charged but the rod is not.
31 A circuit is set up to determine the resistance of a resistor R. The meter readings are 2.0 A and
3.0 V.
A
V
What is the resistance of the resistor R?
A 0.67 Ω B 1.5 Ω C 5.0 Ω D 6.0 Ω
32 A student uses a length of wire as a resistor. He makes a second resistor from the same material.
To be certain of making a second resistor of higher resistance, he should use a piece of wire that
is
A longer and thicker.

B longer and thinner.
C shorter and thicker.
D shorter and thinner.

16
33 The circuit diagram shows a thermistor in a potential divider. A voltmeter is connected across the
thermistor.
The graph shows how the resistance of the thermistor changes with temperature.
resistance
temperature
As the thermistor becomes warmer, what happens to its resistance and what happens to the
reading on the voltmeter?
resistance voltmeter reading
© UCLES 2017 0625/01/SP/20

17
34 A circuit-breaker is designed to protect a circuit which usually carries a current of 2 A.
The time taken to break the circuit depends on the current, as shown in the graph.
160
time taken
140
to break the
circuit / s 120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20
current / A
What happens when the current in the circuit is 2 A and what happens when the current is 18 A?
when the current is 2 A when the current is 18 A
A the circuit breaks in less than 5 seconds the circuit breaks in less than 5 seconds
B the circuit breaks in less than 5 seconds the circuit does not break
C the circuit does not break the circuit breaks in less than 5 seconds
D the circuit does not break the circuit does not break
35 A transformer has 50 turns on its primary coil and 100 turns on its secondary coil. An alternating
voltage of 25.0 V is connected across the primary coil.
25.0 V
primary coil secondary coil

50 turns 100 turns
What is the voltage across the secondary coil?
A 12.5 V B 50.0 V C 100 V D 200 V

18
36 A wire perpendicular to the page carries an electric current in a direction out of the page. There
are four compasses near the wire.
Which compass shows the direction of the magnetic field caused by the current?
B
A C
wire with
current out
of page
37 A wire is placed between the poles of a horseshoe magnet. There is a current in the wire in the
direction shown, and this causes a force to act on the wire.
magnet
current
N
wire S
force
Three other arrangements, P, Q and R, of the wire and magnet are set up as shown.
P Q R
S N S
N S N
magnet turned around current direction reversed current direction reversed

and magnet turned around
Which arrangement or arrangements will cause a force in the same direction as the original
arrangement?
A P, Q and R B P and Q only C P only D R only
© UCLES 2017 0625/01/SP/20

19
38 The diagram shows the paths of three different types of radiation, X, Y and Z.
2 mm of 10 mm of 50 mm
plastic aluminium of lead
Which row in the table correctly identifies X, Y and Z?
X Y Z
A α-particles β-particles γ-rays

B β-particles α-particles γ-rays
C β-particles γ-rays α-particles
D γ-rays α-particles β-particles
17 Cl .
37
39 A particular nuclide has the symbol
What is true for atoms of this nuclide?
A There are 17 nucleons in the nucleus.

B There are 17 protons in the nucleus.
C There are 37 electrons in the nucleus.
D There are 37 neutrons in the nucleus.
40 A powder contains 400 mg of a radioactive isotope that emits α-particles.
The half-life of the isotope is 5 days.
What mass of this isotope remains after 10 days?
A 0 mg B 40 mg C 100 mg D 200 mg
© UCLES 2017 0625/01/SP/20

20
BLANK PAGE
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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.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2017 0625/01/SP/20

Cambridge IGCSE®
PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen
This document consists of 2 printed pages.

2
Question Question
Key Key
Number Number
1 D 21 B
2 C 22 C
3 B 23 C
4 C 24 D
5 B 25 A
6 B 26 A
7 C 27 B
8 A 28 C
9 C 29 D
10 D 30 B
11 B 31 B
12 D 32 B
13 A 33 A
14 D 34 C
15 D 35 B
16 B 36 C
17 D 37 D
18 C 38 B
19 D 39 B
20 C 40 C
© UCLES 2017 0625/01/SM/20

Cambridge IGCSE®
PHYSICS 0625/02
Paper 2 Multiple Choice (Extended) For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen

2
Question Question
Key Key
Number Number
1 A 21 A
2 B 22 C
3 B 23 C
4 C 24 C
5 B 25 D
6 B 26 D
7 B 27 B
8 C 28 D
9 A 29 B
10 C 30 B
11 C 31 C
12 D 32 C
13 A 33 A
14 A 34 C
15 D 35 B
16 B 36 A
17 D 37 D
18 D 38 A
19 C 39 D
20 A 40 C
© UCLES 2017 0625/02/SM/20

Cambridge IGCSE®
*0123456789*
PHYSICS 0625/03
Paper 3 Theory (Core) For examination from 2020
SPECIMEN PAPER
1 hour 15 minutes
Candidates answer on the question paper.
No additional materials are required.
Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Answer all questions.

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.

2
1 Fig. 1.1 shows how the speed of an object varies during a period of 30 s.
40
speed
m/s
30
20
10
0
0 10 20 30
time / s
Fig. 1.1
(a) State the speed of the object
(i) at the start, time = 0 s,

speed = m/s
(ii) at the end, time = 30 s.

speed = m/s
[2]
(b) Describe what, if anything, is happening to the speed during the period 10 s to 25 s.
[1]
© UCLES 2017 0625/03/SP/20

3
(c) Determine the distance travelled in the last 5 s.
distance = m [3]
(d) The total distance travelled during the 30 s is 750 m.
Calculate the average speed of the object during the 30 s.
average speed = m / s [3]
[Total: 9]

4
2 The car in Fig. 2.1 is on a level road.
Fig. 2.1
(a) Calculate the magnitude of the resultant force on the car.
resultant force = N [1]
(b) Tick the box below that describes the motion of the car.
travels forward at constant speed
travels forward with increasing speed
travels forward with decreasing speed
travels backward at constant speed
travels backward with increasing speed
travels backward with decreasing speed
remains at rest
[1]
(c) Later, the car is moving forwards and the frictional forces suddenly increase to 2500 N.
The forwards force remains constant at 2000 N.
Describe and explain what happens to the car.
[2]
© UCLES 2017 0625/03/SP/20

5
(d) Suggest what might have caused the frictional forces in (c) to increase.
[1]
[Total: 5]

6
3 (a) In a laboratory experiment to find the centre of mass of a triangular piece of plastic, the
plastic is freely suspended first from point A and then from point B, as shown in Figs. 3.1 and
3.2.
B B
A
E
D D
E
C
C
Fig. 3.1 Fig. 3.2
When suspended from point A, point D is found to be vertically below A.
When suspended from point B, point E is vertically below B.
(i) What piece of apparatus might be used to determine the vertical lines from A and
from B?
[1]
(ii) On Fig. 3.3 below, draw construction lines to find the position of the centre of mass of
the piece of plastic. Label this point clearly with the letter G.
C
B D
Fig. 3.3
[2]
© UCLES 2017 0625/03/SP/20

7
(b) The piece of plastic has a mass of 120 g.
Calculate the weight of the piece of plastic.
weight = N [3]
[Total: 6]

8
4 (a) State what is meant by the moment of a force.
[1]
(b) A warehouse worker is about to close a large door, as shown in Fig. 4.1.
A
B
Fig. 4.1
(i) State, with a reason, which of the two positions, A or B, will enable him to close the door
with least force.
[1]
(ii) On another occasion, with the door in the position shown in Fig. 4.1, two workers each
push on the door with the same force at the same time. One worker pushes at A, from
the side seen in Fig. 4.1. The other worker pushes at B, from the other side of the door.
Which way does the door move, if at all? Tick one box.
the door closes
the door opens
the door remains in the same position

[1]
[Total: 3]
© UCLES 2017 0625/03/SP/20

9
5 A student gently heats a sample of solid wax in a test-tube, as shown in Fig. 5.1. The
temperature of the wax is measured every minute.
solid wax
heating
Fig. 5.1
(a) Describe the structure of the solid wax in terms of the arrangement and motion of the wax
molecules.
[2]
(b) The student’s data is shown below.
time / minutes 0 1 2 3 4 5 6 7 8 9 10
temperature / °C 35 40 45 49 50 50 50 50 50 53 56
Use the data to describe and explain what is happening to the wax during this period.
[5]
[Total: 7]

10
6 The owner of a small factory suggests installing a wind turbine to generate some of the electricity
needed by the factory.
(a) Give one environmental reason for using a wind turbine.
[1]
(b) Discuss three of the factors that the owner will need to consider when deciding whether to
install a wind turbine.
[4]
[Total: 5]
© UCLES 2017 0625/03/SP/20

11
7 Fig. 7.1 shows a stationary pole vaulter holding a straight pole. Fig. 7.2 shows him during the
vault with the pole bent.
Fig. 7.1 Fig. 7.2
(a) Identify the energy changes that have taken place, for the pole vaulter and for the pole,
between the situations shown in Figs. 7.1 and 7.2. State the evidence for these changes.
[4]
(b) The pole vaulter releases the pole and clears the bar.
Explain how the principle of conservation of energy applies as he falls from his maximum
height.
[2]
[Total: 6]

12
8 A man looks at his reflection in a vertical mirror. This is shown from the side in Fig. 8.1.
Fig. 8.1
(a) On Fig. 8.1, accurately mark with a clear cross where the image of the tip A of the man’s
beard will be. Label the cross B. [2]
(b) On Fig. 8.1, accurately draw a ray from the tip of the man’s beard that reflects from the mirror
and goes into his eye. Use arrows to show the direction of the ray. [2]
(c) On Fig. 8.1, mark the angles of incidence and reflection at the mirror using the letters i and r.
[1]
[Total: 5]
© UCLES 2017 0625/03/SP/20

13
9 Fig. 9.1 represents the regions of the electromagnetic spectrum.
microwaves infra-red visible X-rays γ -rays
Fig. 9.1
(a) Two of the regions have not been named in Fig. 9.1.
In the two boxes below the spectrum, write the names of these regions. [2]
(b) Write “long wavelength” next to the long wavelength end of the electromagnetic spectrum. [1]
(c) State one use for the radiation of each of the following regions.
infra-red
γ-rays
[2]
[Total: 5]

14
10 (a) A student connects the circuit shown in Fig. 10.1.
150 Ω
12 V
200 Ω
Fig. 10.1
(i) Calculate the current in the circuit.
current = [4]
(ii) Calculate the potential difference (p.d.) across the lamp.
p.d. = V [2]
(iii) Draw on Fig. 10.1 to suggest how the circuit may be modified so that the brightness of
the lamp can be controlled. [1]
© UCLES 2017 0625/03/SP/20

15
(b) The circuit is re-arranged as shown in Fig. 10.2.
12 V
150 Ω 200 Ω
Fig. 10.2
(i) What word is used to describe this new arrangement of the components?
[1]
(ii) Predict and explain how the brightness of the lamp compares to the lamp in Fig. 10.1.
[2]
[Total: 10]

16
11 (a) Fig. 11.1 represents a permanent magnet.
N S
Fig. 11.1
(i) Carefully draw on Fig. 11.1 to show the pattern and direction of magnetic field lines
around the magnet. [2]
(ii) What is an electromagnet?
[1]
© UCLES 2017 0625/03/SP/20

17
(b) An iron bar has many turns of wire wrapped around it, as shown in Fig. 11.2. The wire is
connected to an alternating current supply. Some more wire is made into a flat coil and
connected across a low voltage lamp.
low voltage
lamp
iron bar
flat coil
alternating
current
supply
Fig. 11.2
(i) Explain how alternating current (a.c.) is different from direct current (d.c.).
[1]
(ii) When the flat coil is held close to the end of the iron bar, the lamp glows.
Explain why this happens.
[3]
[Total: 7]

18
12 (a) What is meant by radioactive decay?
[2]
(b) Fig. 12.1 shows two samples of the same radioactive substance. The substance emits
β-particles.
Fig. 12.1
Put a tick alongside any of the following quantities which is the same for both samples.
the half-life
the mass
the number of atoms decaying each second
the number of β-particles emitted each second

[1]
© UCLES 2017 0625/03/SP/20

19
(c) Fig. 12.2 shows the decay curve for a particular radioactive substance.
2500
count rate
counts / min
2000
1500
1000
500
0
0 1 2 3 4 5
time / minutes
Fig. 12.2
(i) Select and use numbers from the graph to deduce the half-life of the radioactive
substance.
half-life = minutes [3]
(ii) Predict the value of the count rate at a time of 6 minutes from the start of the
measurements. Show your working.
count rate = counts / min [2]

20
(d) People handling radioactive substances need to take certain safety precautions.
(i) Explain why safety precautions are necessary.
[2]
(ii) State two safety precautions used by people handling radioactive substances.
1.
2.
[2]
[Total: 12]
© UCLES 2017 0625/03/SP/20

Cambridge IGCSE®
PHYSICS 0625/03
Paper 3 Theory (Core) For examination from 2020
MARK SCHEME
Maximum Mark: 80
Specimen

2
mark scheme abbreviations
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
accept accept the response
AND both responses are necessary for the mark to be allowed
c.a.o. correct answer only
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
NOT do not allow
note: additional marking guidance
/ OR alternative responses for the same marking point
owtte or words to that effect
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
any [number] from: accept the [number] of valid responses
max indicates the maximum number of marks
© UCLES 2017 0625/03/SM/20

3
1 (a) (i) 15 (m / s) [1]
(ii) 0 (m / s) [1]
(b) constant OR nothing [1]
(c) area of triangle OR area under graph OR appropriate equation of motion [1]
½ × 30 × 5 [1]
75 (m) [1]
(d) speed = distance/time in any form, letters, words, numbers [1]

750/30 [1]
25 (m / s) [1]
2 (a) 1500 (N) [1]
(b) second box ticked [1]
(c) slows down / speed decreases / decelerates [1]

resultant force in direction opposing motion / resultant is –500 N / 500 N backwards [1]
(d) any one from:

increased wind / air resistance OR headwind )
rough(er) ground OR flat tyre OR increased road resistance/friction ) [max 1]
brakes applied )
ignore increased speed / changed car shape / increased load

ignore driver decided to stop
3 (a) (i) plumb-line (name or description) OR set-square and (horiz.) bench OR spirit level [1]
(ii) line joining A and D AND line joining B and E [1]

intersection clearly labelled G [1]
(b) use of W = m g in any form, letters, words, numbers [1]

evidence of conversion of g to kg (can be given from final answer) [1]
1.2 (N) [1]
(note: 1200 gains 2 marks)
© UCLES 2017 0625/03/SM/20 [Turn over

4
4 (a) turning effect OR force × distance (from fulcrum) [1]
(b) (i) A AND idea of bigger distance from hinge / pivot [1]
(ii) the door closes [1]
5 (a) (molecules) close together / touching / strong forces holding molecules together [1]
(molecules) vibrate / are not free to move around [1]
(b) temperature (of wax) increases (as time increases) [1]

between 4 and 8 minutes the temperature stays the same [1]
because the wax is melting (between 4 and 8 minutes) [1]
temperature increases again / after 8 minutes [1]
wax has all melted / is all liquid (after 8 minutes) [1]
6 (a) less pollution / reduced carbon (dioxide) emissions (compared to fossil fuels) OR other
environmental reason [1]
(b) any three from:

output expected from wind turbine
energy use by factory
wind is intermittent
whether location has suitable amount of wind
cost / time to recoup cost of turbine
whether location / noise will cause nuisance to neighbours [max 3]
valid discussion of at least one factor from list above, linking it to the decision [1]
7 (a) increase in kinetic energy due to motion [1]

increase in gravitational potential energy [1]
due to increase in height [1]
increase in strain / elastic energy of pole because it is bent [1]
(b) total energy remains constant (note: can be implied by second mark) [1]
gravitational potential energy lost = kinetic energy gained (+ thermal energy / heating) [1]
8 (a) beard tip to cross perpendicular to mirror [1]

distance beard tip to mirror = distance mirror to cross B [1]
(b) incident ray from beard tip to mirror and reflected ray along line from eye to cross B or
angles of incidence and reflection are approximately the same [1]
arrows from beard to eye [1]
(c) angles i and r correctly labelled [1]
© UCLES 2017 0625/03/SM/20

5
9 (a) radio OR television [1]

ultraviolet [1]
(b) “long wavelength” written at left end of spectrum [1]
(c) cooking / ovens / grills / heating / remote-controls / burglar alarms [1]

cancer treatment / medical imaging / sterilisation / use as a tracer [1]
10 (a) (i) 150 + 200 or 350 (Ω) seen or implied by correct final answer [1]
use of I = V/R in any form or 12/candidate’s resistance seen or 12/350 implied by correct
answer [1]
0.034 to at least 2 sig. figs. [1]
A or mA as appropriate [1]
(ii) candidate’s (i) × 200 or proportion or potential divider calculation [1]

6.9 (V) to at least 2 sig. figs. [1]
(iii) variable resistor symbol drawn in suitable position on circuit [1]
(b) (i) parallel [1]
(ii) brighter [1]

p.d. / voltage (across lamp) is greater [1]
11 (a) (i) at least two continuous loops either side of magnet, from one pole to the other [1]
at least one arrow, not contradicted, showing direction N to S [1]
(ii) magnet which operates when there is a current OR coil wrapped round iron bar [1]
(b) (i) alternating current changes direction OR direct current is in one direction only [1]
(ii) mention of magnetic field [1]

changing magnetic field / flux linkage, however expressed OR field lines being cut etc. [1]
induced emf / current / electricity [1]
12 (a) break up of unstable nuclei [1]

emission of ionising radiation / alpha / beta / gamma [1]
(b) only half-life ticked [1]
(c) (i) clear statement of start point (can be inferred from markings on graph) [1]
clear halving [1]
2 minutes [1]
(ii) 550/2 OR 1100/4 OR 2200/8 e.c.f. (c) (i) [1]

275 (counts / min) e.c.f. (c) (i) [1]

6
(d) (i) any two from:

emissions (from radioactive substances) are ionising
(ionising) radiation can damage cells / body tissue / burns
risk of cancer
risk of radiation sickness
risk of mutations / damage to offspring [max 2]
(ii) any two different examples from:

use of gloves
tweezers
lead / concrete
maintain distance
minimise exposure time [max 2]
© UCLES 2017 0625/03/SM/20

Cambridge IGCSE®
*0123456789*
PHYSICS 0625/04
Paper 4 Theory (Extended) For examination from 2020
SPECIMEN PAPER
1 hour 15 minutes


2
1 Fig. 1.1 shows the speed-time graph for a car travelling along a straight road.
The graph shows how the speed of the car changes as the car passes through a small town.
35
D
30
speed
m/s
A
25
enters leaves
20 town town
here here
15
B C
10
0
0 10 20 30 40 50 60 70
time / s
Fig. 1.1
(a) Calculate the distance between the start of the town and the end of the town.
distance = [3]
© UCLES 2017 0625/04/SP/20

3
(b) Calculate the acceleration of the car between C and D.
acceleration = [3]
(c) State how the graph shows that the deceleration of the car has the same numerical value as
its acceleration.
[1]
[Total: 7]

4
2 Fig. 2.1 shows a conveyor belt transporting a package to a raised platform. The belt is driven by a
motor.
conveyor belt
package
motor
Fig. 2.1
(a) The mass of the package is 36 kg.
Calculate the increase in the gravitational potential energy (g.p.e.) of the package when it is
raised through a vertical height of 2.4 m.
increase in g.p.e. = [2]
(b) The package is raised through the vertical height of 2.4 m in 4.4 s.
Calculate the power needed to raise the package.
power = [2]
(c) The electrical power supplied to the motor is much greater than the answer to (b).
Explain how the principle of conservation of energy applies to this system.
[2]
© UCLES 2017 0625/04/SP/20

5
(d) Assume that the power available to raise packages is constant. A package of mass greater
than 36 kg is raised through the same height.
Suggest and explain the effect of this increase in mass on the operation of the conveyer belt.
[3]
[Total: 9]

6
3 The engine of an unpowered toy train is rolling at a constant speed on a level track, as shown in
Fig. 3.1. The engine collides with a stationary toy truck, and joins with it.
moving engine
stationary truck
track
Fig. 3.1
Before the collision, the toy engine is travelling at 0.32 m / s. The mass of the engine is 0.50 kg.
(a) Calculate the momentum of the toy engine before the collision.
momentum = [2]
(b) The mass of the truck is 0.30 kg.
Using the principle of conservation of momentum, calculate the speed of the joined engine
and truck immediately after the collision.
speed = [3]
[Total: 5]
© UCLES 2017 0625/04/SP/20

7
BLANK PAGE

8
4 A solar panel is mounted on the roof of a house. Fig. 4.1 shows a section through part of the
solar panel.
sunlight
trapped
air copper pipe,
painted black
water
glass sheet
insulating metal backing sheet,

material painted black
Fig. 4.1
A pump makes water flow through the copper pipes. The water is heated by passing through the
solar panel.
(a) Select and explain three features of the solar panel that maximise the final temperature of
the water.
[4]
© UCLES 2017 0625/04/SP/20

9
(b) During one day, 250 kg of water is pumped through the solar panel. The temperature of this
water rises from 16 °C to 38 °C.
The water absorbs 25 % of the energy incident on the solar panel. The specific heat capacity
of water is 4200 J / (kg °C).
Calculate the energy incident on the solar panel during that day.
energy = [4]
(c) The solar panel in Fig. 4.1 is designed to heat water.
A person is deciding whether to install solar panels on her house.
List and explain three pieces of information she needs to consider in order to make her
decision.
[4]
(d) The Sun releases energy as a result of nuclear fusion.
State the meaning of nuclear fusion.
[2]
[Total: 14]

10
5 Fig. 5.1 shows a gas contained in a cylinder enclosed by a piston.
piston pressure gauge
gas cylinder
100 cm
Fig. 5.1
At first, the length of cylinder containing the gas is 100 cm. The pressure of the gas, shown by the
pressure gauge, is 300 kPa. The area of cross-section of the cylinder is 0.12 m2.
(a) (i) Describe the motion of the molecules of the gas.
[1]
(ii) Use the idea of momentum to explain how the molecules exert a force on the walls of the
cylinder.
[2]
© UCLES 2017 0625/04/SP/20

11
(b) The piston is moved so that the new length of cylinder occupied by the gas is 40 cm. The
temperature of the gas is unchanged.
(i) Calculate the new pressure of the gas.
pressure = [2]
(ii) Explain, in terms of the behaviour of the molecules, why the pressure has changed.
[2]
[Total: 7]

12
6 Fig. 6.1 shows a scale drawing of plane wavefronts approaching a gap in a barrier.
direction of wave travel
barrier
Fig. 6.1
(a) On Fig. 6.1, draw the pattern of the wavefronts after the wave has passed through the gap.
[2]
(b) The wave approaching the barrier has a wavelength of 2.5 cm and a speed of 20 cm / s.
Calculate the frequency of the wave.
frequency = [2]
(c) State what happens, if anything, to the frequency of the wave as it passes through the gap.
[1]
© UCLES 2017 0625/04/SP/20

13
(d) Explain, in terms of diffraction, why a car radio may pick up low frequency radio signals but
not pick up high frequency radio signals when the car is travelling behind a hill.
[2]
[Total: 7]

14
7 The circuit of Fig. 7.1 includes an immersion heater and a 6.0 V battery.
6.0 V
X
A
heater
Fig. 7.1
(a) State the name and purpose of component X.
name
purpose
[1]
(b) The heater is designed to work from a 3.6 V supply. It has a power rating of 4.5 W at this
voltage.
By considering the current in the heater, calculate the resistance of component X when there
is the correct potential difference across the heater.
resistance = [5]
(c) Some time after the heater is switched on, the ammeter reading is seen to have decreased.
Suggest why this happens.
[2]
[Total: 8]
© UCLES 2017 0625/04/SP/20

15
8 Fig. 8.1 is a schematic diagram of an electronic circuit controlling a lamp.
temperature
sensor
relay lamp
B
A
light
sensor
Fig. 8.1
The output of the temperature sensor is high (logic 1) when it detects raised temperatures. The
output of the light sensor is high (logic 1) when it detects raised light levels.
The lamp is lit when the input to the relay is high (logic 1).
(a) Complete the truth table by giving the outputs of A and B.
output of output of
output of A output of B
light sensor temperature sensor
0 0
0 1
1 0
1 1
[2]
(b) State the conditions under which the lamp is lit.
[1]
(c) Suggest why B is connected to a relay, rather than directly to the lamp.
[2]
[Total: 5]

16
9 A plastic rod is rubbed with a cloth and becomes positively charged. After charging, the rod is
held close to the suspended table-tennis ball shown in Fig. 9.1. The table-tennis ball is covered
with metal paint and is uncharged.
nylon thread
light
table-tennis ball
covered with metal
paint
positively
charged rod
Fig. 9.1
(a) Describe what happens to the charges in the metal paint on the ball as the positively charged
rod is brought close to the ball.
[1]
(b) The ball is attracted towards the charged rod.
Explain why this happens, given that the ball is uncharged.
[2]
(c) State the unit in which electric charge is measured.
[1]
[Total: 4]
© UCLES 2017 0625/04/SP/20

17
10 Emissions from a radioactive source pass through a hole in a lead screen and into a magnetic
field, as shown in Fig. 10.1. The experiment is carried out in a vacuum.
radioactive A magnetic field

source into paper
lead
screen
3 cm
Fig. 10.1
Radiation detectors are placed at A, B and C. They give the following readings:
A B C
32 counts / min 543 counts / min 396 counts / min
The radioactive source is then completely removed, and the readings become:
A B C
From the data given for positions A, B and C, deduce the type of emissions coming from the
radioactive source. Explain your reasoning.
[7]
[Total: 7]

18
11 In Geiger and Marsden’s α-particle scattering experiment, α-particles were directed at a very thin
gold foil.
Fig. 11.1 shows five of the nuclei of the atoms in one layer in the gold foil. Also shown are the
paths of three α-particles directed at the foil.
Fig. 11.1
(a) On Fig.11.1, complete the paths of the three α-particles. [3]
(b) (i) State the result of the experiment that shows that an atom consists of a very tiny,
charged core, containing almost all the mass of the atom.
[1]
(ii) State the sign of the charge on this core. ...................................................................... [1]
(iii) State what occupies the space between these charged cores.
[1]
(c) The nuclide notation for an α-particle is 4

2 α.
State the number of protons and neutrons in an α-particle
protons =
neutrons = [1]
[Total: 7]
© UCLES 2017 0625/04/SP/20

Cambridge IGCSE®
PHYSICS 0625/04
Paper 4 Theory (Extended) For examination from 2020
MARK SCHEME
Maximum Mark: 80
Specimen

2
clarification
response
NOT do not allow
© UCLES 2017 0625/04/SM/20

3
1 (a) speed × time in any form, symbols, numbers or words

OR any area under graph used or stated [1]
13 (m/s) OR 24 (s) seen or used in correct context [1]
312 m (2 or 3 sig. figs.) [1]
(b) rate of change of speed OR gradient of graph OR 18/12 [1]

1.5 m/s2 [1]
(c) same gradient / slope OR equal speed changes in equal times OR

allow graph symmetrical [1]
2 (a) mgh OR 36 × 10 × 2.4 [1]

864 J OR N m (2 or 3 sig. figs.) [1]
(b) (P =) E/t in any form, words, symbols or numbers OR 864 / 4.4 [1]
196 W OR J / s (2 or 3 sig. figs.) [1]
(c) evidence that candidate understands the principle of energy conservation, expressed in
words or as an equation (e.g. total energy is constant OR initial energy = final energy) or
implied by statement accounting for difference [1]
some energy is dissipated into the surroundings OR difference due to increase in internal
energy/heating/thermal energy (of belt, motor, surroundings) owtte
note: do not accept kinetic energy / sound / friction if no mention of heating [1]
(d) increase in potential energy of mass is greater

OR work done/energy used (to raise mass) is greater [1]
t = E/P OR P = E/t in any form, words or symbols AND power is constant [1]
speed reduced / time taken is longer [1]
3 (a) p = mv in any form, words or symbols [1]

0.16 kg m / s OR N s [1]
(b) use of principle of conservation of momentum in words, symbols or numbers [1]

use of combined mass 0.5(0) + 0.3(0) OR 0.8(0) (kg) [1]
0.2(0) m / s [1]

4
4 (a) three valid features listed without explanation [1]
any three features explained from:
copper/metal is a good conductor (of heat)

NOT of electricity
black is good absorber/bad reflector

ignore emitter
insulating material will reduce heat lost/conducted away (from pipes/sheet)

NOT prevents heat loss owtte
glass/trapping of air reduces/prevents convection/warm air being blown away
glass produces greenhouse effect/reference to far and near I.R. [max 3]
(b) 38 – 16 OR 22 [1]
mcθ OR 250 × 4200 × candidate’s temperature difference [1]
2.31 × 107 (J) e.c.f. from previous line [1]
9.24 × 107 J OR e.c.f. from previous line × 4 correctly evaluated [1]
no unit penalty if J seen anywhere in (b) clearly applied to an energy
(c) valid explanation relating to at least one of the reasons below: [1]
note: if no explanation, this mark is not awarded even if more than three reasons are
given
any three reasons from:

which direction roof faces
estimate output of panels
household needs / whether household will use all hot water
cost of panel / installation
time to recoup cost
whether roof is shaded
relevant environmental consideration (e.g. not using wood or other fuel to heat water) [max 3]
(d) nuclei join together, accept hydrogen for nuclei

to produce a different element / helium (and energy) [2]
5 (a) (i) any one from:

(molecules) move randomly / in random directions
(molecules) have high speeds
(molecules) collide with each other / with walls [max 1]
(ii) collisions with walls/rebounding causes change in momentum (of molecules) [1]
force is rate of change of momentum / force needed to change momentum [1]
(b) (i) p1V1 = p2V2 OR 300 × 100 (× 0.12) = p2 × 0.40 (× 0.12) [1]
750 kPa [1]
© UCLES 2017 0625/04/SM/20

5
(ii) (molecules) collide with walls more often owtte

OR more collisions with walls per second or per unit time owtte [1]
greater force per unit area [1]
6 (a) clear attempt at semi circles, at least 3 [1]

same wavelength as incoming wavefronts, by eye [1]
(b) speed ÷ wavelength or 20 ÷ 2.5 or v = fλ [1]

8 Hz or 8 s–1 or 8 waves/second [1]
(c) candidate’s (b) OR “the same” OR nothing [1]
(d) low frequency signals have longer wavelength (than high frequency signals) OR
high frequency signals have shorter wavelength [1]
low frequency signals / long wavelength signals diffract more OR

low frequency / short wavelength signals diffract less [1]
7 (a) rheostat/variable resistor AND

control/vary/change/ limit the current /resistance/power/ voltage across heater [1]
(b) (I =) P/V any form, words or numbers [1]

(I =) 1.25 (A) seen anywhere [1]
(V =) 6.0 – 3.6 OR 2.4 seen anywhere [1]
(R =) V/I in any form words or numbers [1]
1.92 Ω (2 or 3 sig. figs.) [1]
note: credit will also be given for alternative approaches
(c) battery running down/going flat/energy of battery used up OR V or e.m.f. less

OR more/increasing resistance (of heater) NOT resistance of X increases [1]
use of relationship between I and V or R OR the current decreases [1]
8 (a) output of A: 1, 1, 0, 0 c.a.o. [1]

output of B: 0, 1, 0, 0 e.c.f. from candidate’s output of A [1]
(b) dark AND hot owtte

note: must be consistent with answer to (a) [1]
(c) B cannot provide enough power / current for lamp, or equivalent

OR allows remote lamp [2]
note: statement of function of a relay without reference to context gains 1 mark

6
9 (a) electrons / negative charges move towards the rod / to R (ignore just “attracted”)
ignore any mention of positive charges moving
any mention of positive electrons = 0 [1]
(b) negative charges (are) close(r) (to the rod) [1]

attraction between opposite charges greater than repulsion between like charges [1]
(c) coulomb [1]
10 γ rays [1]
(γ rays) detected at B [1]
(γ rays) not deflected by field / not charged [1]
charged particles / β particles (accept α for charged particles) [1]
β particles detected at C [1]
reference to direction of deflection / LH rule [1]
no α-particles OR only background detected at A [1]
11 (a) top bent down to R of layer [1]

middle straight on [1]
bottom deflected back to left [1]
(b) (i) deflection greater than 90°/the bottom one [1]
(ii) positive ignore numbers [1]
(iii) nothing/vacuum/space/electrons [1]
(c) 2 AND 2 [1]
© UCLES 2017 0625/04/SM/20

Cambridge IGCSE®
PHYSICS 0625/05
* 0 1 2 3 4 5 6 7 8 9 *
Paper 5 Practical Test For examination from 2020

SPECIMEN PAPER
1 hour 15 minutes
Additional materials: As listed in the confidential instructions.


2
1 In this experiment, you will determine the mass of a load using a balancing method.
Carry out the following instructions referring to Fig. 1.1.
mass m d load X
50.0 cm mark
pivot metre rule

bench
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark. Do
not move this load.
(a) • Place a mass of 40 g on the rule and adjust its position so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot as shown in
Fig. 1.1.
• Record in Table 1.1 the distance d from the centre of the 40 g mass to the 50.0 cm mark
on the rule.
• Repeat the steps above using masses of 50 g, 60 g, 70 g and 80 g to obtain a total of five
sets of readings. Record the readings in the table.
1
• For each value of d calculate and enter the values in the table.
d
Table 1.1
m/g d / cm 1 1
d cm
40
50
60
70
80
[3]
(b) State how you overcame one difficulty you had in obtaining accurate results.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
© UCLES 2017 0625/05/SP/20

3
1 1
(c) Plot a graph of m / g (y-axis) against (x-axis).
d cm
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ..................................................... [1]
G
(e) Determine the mass µ, in grams, of the load X. Use the equation µ = .
40.0
µ = ................................................... g [1]
[Total: 11]

4
2 In this experiment, you will investigate the effect of a layer of cotton wool on the cooling of water in
a test-tube.
(a) Carry out the following instructions referring to Fig. 2.1. You are provided with a supply of hot
water.
thermometer
water
test-tube
Fig. 2.1
• Pour hot water into the test-tube until it is about two thirds full of water. Place the
thermometer in the water.
• When the thermometer reading stops rising, measure the temperature θ of the water in the
test-tube and immediately start the stopclock. Record θ in Table 2.1 at time t = 0 s.
• Record in the table the temperature θ of the water every 30 s until you have a total of
seven readings.
• Remove the thermometer and pour away the water from the test-tube. Wrap the cotton
wool around the test-tube and secure it with the elastic bands. Repeat the steps above.
• Complete the time and temperature column headings in the table.
Table 2.1
tube without cotton wool tube with cotton wool

t/
θ/ θ/
0
30
60
90
120
150
180
[3]
© UCLES 2017 0625/05/SP/20

5
(b) Write a conclusion to this investigation, stating in which experiment the cooling was more
rapid. Explain your answer by reference to your readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Discuss the quality of your results, and suggest two improvements to the experiment which
would allow a more certain conclusion to be drawn.
quality of results: .......................................................................................................................
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(d) This experiment is being carried out by students in many different countries, using identical
apparatus.
Suggest two differences in the conditions in the various laboratories that might lead to
differences in their results.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 11]

6
3 In this experiment, you will investigate the effect of the length of resistance wire in a circuit on the
potential difference across a lamp.
The circuit has been set up for you.
(a) Fig. 3.1 shows the circuit without the voltmeter.

Draw on the circuit diagram the voltmeter as it is connected in the circuit. [2]
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) • Switch on and place the sliding contact C on the resistance wire at a distance
l = 0.150 m from end A. Record the value of l and the potential difference V across the
lamp in Table 3.1. Switch off.
• Repeat the instructions above using four different values of l to give a good range of data.
Record all the values of l and V in Table 3.1.
Table 3.1
l/m V/V
[4]
(c) How does increasing length l affect the brightness of the lamp?
............................................................................................................................................. [1]
© UCLES 2017 0625/05/SP/20

7
(d) A student suggests that the potential difference V across the lamp is directly proportional to
the length l of resistance wire in the circuit.
State whether you agree with this suggestion. Justify your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
[2]
(e) Suggest a practical reason why, if you were to repeat this experiment, the repeat readings
may be slightly different from those you recorded in Table 3.1.
...................................................................................................................................................
............................................................................................................................................. [1]
(f) State one safety precaution that you would take when carrying out experiments like this with
resistance wires.
............................................................................................................................................. [1]
[Total: 11]

8
4 A student’s plastic bottle of water tips over in class.
Plan an experiment to investigate how the quantity of water in a plastic bottle affects its stability.
The plastic bottle holds up to 2000 cm3 of water and has a height of 42 cm.
Write a plan for the experiment, including:
• the apparatus needed

• instructions for carrying out the experiment
• the values you will use for the quantity of water
• how you will make sure your results are as accurate as possible
• the graph you will plot from your results
A diagram is not required, but you may add to Fig. 4.1, or draw your own diagram, if it helps to
explain your plan.
plastic bottle
water
Fig. 4.1
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
© UCLES 2017 0625/05/SP/20

9
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
.......................................................................................................................................................[7]
[Total: 7]
© UCLES 2017 0625/05/SP/20

10
BLANK PAGE
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.
© UCLES 2017 0625/05/SP/20

Cambridge IGCSE®
PHYSICS 0625/05
Paper 5 Practical Test For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen

2
clarification
response
NOT do not allow
© UCLES 2017 0625/05/SM/20

3
1 (a) table:
5 d values in cm (all < 50), recorded to nearest mm [1]
d values 30.0, 24.0, 20.0, 17.1, 15.0 each to ± 1.0 cm [1]
1/d values correct (note: at least 2 significant figures) [1]
(b) any one difficulty and corresponding solution from:

rule won’t balance exactly
allowing to tip one way then the other and take average
finding position of centre of the mass on the rule

marking centre of mass so it can be read against rule
OR take average of right hand and left hand readings for mass position
mass or rule slides

suitable means for preventing mass or rule sliding
OR other suitable difficulty and solution [max 2]
(c) graph:
axes labelled with quantity and unit [1]
scales suitable, plots occupying at least half grid [1]
plots all correct to ½ square (take centre of plot if large) [1]
well-judged thin line (≤ ½ square) [1]
(d) triangle method used and shown (any indication on graph) using at least half line (can
be seen in calculation) [1]
(e) µ = 27 – 33 (g) to 2 or 3 significant figures [1]
2 (a) table:
t in s, both θ in ºC (words or symbols) [1]
both tubes temperatures decreasing and to consistent precision [1]
both tubes temperatures decreasing at decreasing rate [1]
(b) statement matches readings (expect tube without cotton wool cooled most rapidly
OR no significant difference) [1]
justified by reference to temperature differences and time [1]
relevant science, consistent with readings and conclusion
(e.g. therefore cotton wool is a good/not a good insulator OR most cooling is due to
convection or radiation etc.) [1]
(c) quality poor due to small temperature differences [1]
any two improvements from:

increase initial temperature of water
ensure initial temperatures are identical (if they weren’t)
use a lid
stir to eliminate differences between top and bottom of the water
use thicker insulation
use more sensitive thermometer or datalogger [max 2]
(d) any two from:

laboratory temperature
draughts / open windows
accept temperature of hot water source [max 2]

4
3 (a) correct symbol [1]

correct position [1]
(b) table:
5 l values range at least 50 cm [1]
V values all < 2.5 V and decreasing with increasing length [1]
all V values to at least 0.1 V and same precision (same no. of decimal places) [1]
(c) (brightness) decreases (as length increases) [1]
(d) statement: no (must match readings) [1]

justification matches statement and by reference to results
e.g. V/l not constant, V increases as l decreases, V does not double when l doubles [1]
(e) any one from:

width of sliding contact
achieving exact same position on wire
accept heating changes resistance of wire
accept other sensible practical reason [max 1]
NOT human error
(f) do not touch (bare/hot) wire

OR do not allow C to touch terminal between lamp and supply [1]
4 apparatus:
measuring cylinder/jug OR ruler OR balance (to measure amount of water) [1]
protractor OR rule to measure height of raised surface

OR other means of measuring angle of tilt
OR newtonmeter to apply variable force
OR other method of applying quantifiable force [1]
instructions:
method of tilting or applying variable force and measuring point at which bottle topples [1]
attention to accuracy, any two from:

just starts to topple
slowly
repeats / more than 10 values for quantity of water
very large protractor
or any other suitable precaution which would improve accuracy of data [2]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately
evenly spaced [1]
graph:
plot of measured variable (angle or height or force) against quantity of water
(volume or height or mass) (accept vice versa) [1]
© UCLES 2017 0625/05/SM/20

Cambridge IGCSE®
* 0 1 2 3 4 5 6 7 8 9 *
PHYSICS 0625/06
Paper 6 Alternative to Practical For Examination from 2020
SPECIMEN PAPER
1 hour


This document consists of 11 printed pages and 3 blank pages.

2
1 A student is determining the mass of a load using a balancing method.
Fig. 1.1 shows the apparatus.
mass m d load X
50.0 cm mark
pivot metre rule

bench
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark.
It is not moved during the experiment.
A mass m of 40 g is placed on the rule and its position adjusted so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot. Fig. 1.2(a) shows part of
the rule when it is balanced.
The procedure is repeated for a range of masses. Fig. 1.2(b) – (e) shows the rule when balanced
for values of m of 50 g, 60 g, 70 g and 80 g.
pivot
40 g 25 30 35 40 45 50
(a)
20 25 50 g 30 35 40 45 50
(b)
20 25 60 g
30 35 40 45 50
(c)
20 25 30 70 g 35 40 45 50
(d)
20 25 30 80
35 g 40 45 50
(e)
pivot
Fig. 1.2
© UCLES 2017 0625/06/SP/20

3
(a) (i) Use Fig. 1.2 to determine d, the distance between the mass and the pivot at balance, for
each value of m. Record your results in Table 1.1. [3]
Table 1.1
1 1
m/g d / cm
d cm
40
50
60
70
80
(ii) For each value of d, calculate 1 / d and record it in the table. [1]
(b) Describe one difficulty the student might have when carrying out this experiment, and how he
might overcome this difficulty.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
1 1
d cm
[4]

4
G = .......................................................... [1]
G
40.0
µ = ....................................................... g [1]
[Total: 12]
© UCLES 2017 0625/06/SP/20

5
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6
2 A student is investigating the effect of a layer of cotton wool on the cooling of a test-tube of water.
thermometer
water
test-tube
Fig. 2.1
(a) Record room temperature θ R, as shown on the thermometer in Fig. 2.2.
Fig. 2.2
θ R = ........................................................... [1]
(b) A student pours hot water into the test-tube until it is about two thirds full of water and places
the thermometer in the water.
She measures the initial temperature θ of the hot water and immediately starts a stopclock.
Suggest one precaution the student takes to make sure that her temperature reading is as
accurate as possible.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) The student records in Table 2.1 the time t and the temperature θ of the water every 30 s. She
removes the thermometer and pours away the water from the test-tube.
She then wraps cotton wool insulation around the test-tube and repeats the procedure.
Complete the time column and the column headings in Table 2.1.
© UCLES 2017 0625/06/SP/20

7
Table 2.1

t/
θ/ θ/
0 79 80
65 67
58 60
55 57
53 56
52 55
51 54
[1]
(d) Write a conclusion to this investigation, stating in which experiment the cooling is more rapid.
Explain your answer by reference to the readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(e) Discuss the quality of the results, and suggest two improvements to the experiment which
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]

8
(f) This experiment is being carried out by students in many different countries, using identical
apparatus.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
(g) Estimate the volume of water that a test-tube can hold.
volume = .......................................................... [1]
[Total: 12]
© UCLES 2017 0625/06/SP/20

9
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10
3 A student is investigating the effect of the length of resistance wire in a circuit on the potential
difference across a lamp.
(a) Fig. 3.1 shows the circuit without a voltmeter.

Complete the circuit diagram to show a voltmeter connected in the circuit to measure the
potential difference across the lamp. [2]
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) The student switches on and places the sliding contact C on the resistance wire at a distance
l = 0.200 m from end A.
The voltmeter reading is shown in Fig. 3.2.
0 2
Fig. 3.2
Record the voltmeter reading in Table 3.1.
© UCLES 2017 0625/06/SP/20

11
Table 3.1
l /m V/V
0.200
0.400 1.43
0.600 1.25
0.800 1.11
1.000 1.00
[1]
(c) The student repeats the procedure using a range of values of l. Table 3.1 shows the readings.
Use the results for the potential difference across the lamp to predict how increasing the
length l affects the brightness of the lamp.
.............................................................................................................................................. [1]
(d) The student suggests that the potential difference V across the lamp is directly proportional to
State whether you agree with this suggestion. Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) The student repeats the experiment.

Suggest a practical reason why the repeat readings may be slightly different from those
recorded in Table 3.1.
...................................................................................................................................................
.............................................................................................................................................. [1]
resistance wires.
.............................................................................................................................................. [1]
[Total: 8]

12
(a) Write a plan for the experiment, including:

explain your plan.
plastic bottle
water
Fig. 4.1
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
© UCLES 2017 0625/06/SP/20

13
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
(b) On Fig. 4.1, measure the angle through which the bottle has been tilted.
angle = ........................................................... [1]
[Total: 8]
© UCLES 2017 0625/06/SP/20

14
BLANK PAGE
© UCLES 2017 0625/06/SP/20

Cambridge IGCSE®
PHYSICS 0625/06
Paper 6 Alternative to Practical For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen

2
clarification
response
NOT do not allow
© UCLES 2017 0625/06/SM/20

3
1 (a) table:
at least 2 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.5 cm
(accept values 50–d) [1]
rule readings subtracted from 50 cm [1]
all 5 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.2 cm [1]

difficulty obtaining balance as rule tips one way then the other
allow to tip one way then the other and take average
mass obscuring marks on rule

mark centre of the mass so it can be read against rule
mass sliding off rule

OR rule sliding off pivot
suitable means for preventing mass or rule sliding [max 2]
(c) graph:
(d) triangle method used and shown (any indication on graph) using at least half line
(can be seen in calculation) [1]
2 (a) 23 (°C) [1]
(b) any one from:

wait for thermometer reading to stop rising
eye level with top of (mercury) thread owtte
stir water [max 1]
(c) s, °C, °C, words or symbols AND

30, 60, 90, 120, 150, 180 [1]
(d) uninsulated (owtte) OR no significant difference [1]


4
(e) quality poor due to small temperature differences [1]

ensure initial temperatures are identical
use a lid
(f) any two from:

draughts/open windows
(g) 5–50 cm3 [1]

(b) table:
1.68 (V) [1]
(d) statement: no [1]

e.g. V / l not constant, as l increases V decreases, V does not double as l doubles [1]
(e) any one from:

NOT human error

© UCLES 2017 0625/06/SM/20

5
4 (a) apparatus:
instructions:

slowly
or any other suitable precaution which would improve accuracy of data [max 2]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately evenly
spaced [1]
graph:
(b) 20° [1]
© UCLES 2017 0625/06/SM/20

6
BLANK PAGE
© UCLES 2017 0625/06/SM/20

Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
*0123456789*
PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For Examination from 2016
SPECIMEN PAPER
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser

Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless
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.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2)
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2
A density
B energy
C pressure
D weight
2 A measuring cylinder is used to measure the volume of a quantity of water.
Which measuring technique would not improve the accuracy of the measurement?
A making sure that the measuring cylinder is vertical

B making sure that the water surface is at eye level
C reading the top of the water meniscus
D using the smallest measuring cylinder available that will contain all the water
3 Two distance-time graphs and two speed-time graphs are shown.
Which graph represents an object that is at rest?
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
© UCLES 2014 0625/01/SP/16

3
goes into orbit?
cm3 cm3
50 50
40 measuring 40
cylinder
30 30
liquid
20 20
10 balance 10
g g
load / N 0 1.0 2.0 3.0

length / cm 15.2 16.2 18.6
extension / cm 0 1.0 2.1 3.4
A 17.2 B 17.3 C 17.4 D 17.6

4

8 The diagram shows a balance being used to find the weight of a baby. The weight of the basket
can be ignored.
At equilibrium, the pivot is nearer to the 40 N balancing weight than to the baby.
centre of mass
of beam
pivot
40 N
baby
basket
What is the weight of the baby?
A less than 40 N
B 40 N
C more than 40 N
D impossible to tell without a scale on the beam
9 The diagram shows four objects on a flat surface.
The centre of mass of each object is marked M.
Which object is about to fall over?
A B C D
M M M M
© UCLES 2014 0625/01/SP/16

5
ball dropped
from here
ball bounces
to here
hard surface

11 Which energy resource is used to boil water to generate electricity?
A hydroelectric
B nuclear fission
C tides
D waves

6
12 Two farmers use an electrically powered elevator to lift bales of hay. All the bales of hay have the
same mass.
bale of hay
elevator
As sunset approaches, they increase the speed of the elevator so that more bales are lifted up in
a given time.
How does this affect the work done in lifting each bale and the useful output power of the
elevator?
work done in useful output power

lifting each bale of the elevator
C no change decreases
D no change increases
© UCLES 2014 0625/01/SP/16

7
section X of dam
water in
lake
rock
section Y of dam
section of the dam.


8
cm
90
vacuum
80
70
trapped
gas
60
50
76 cm 40
mercury
30
20
10
A 10 cm of mercury
B 50 cm of mercury
C 66 cm of mercury
D 86 cm of mercury
15 The diagrams show two swimming pools. One contains fresh water and the other contains salt
water. Salt water is more dense than fresh water.
At which labelled point is the pressure the greatest?
water surface water surface
A C
B D
fresh water (less dense) salt water (more dense)
© UCLES 2014 0625/01/SP/16

9
random directions.
eye
microscope
light
pollen grains
in water



10
18 A pool of water evaporates. As molecules escape, the temperature of the water left in the pool
changes.
From where do the molecules escape and what is the effect on the temperature of the water in
the pool?
molecules escape from temperature of water in the pool
A all parts of the liquid decreases

B all parts of the liquid increases
C only the liquid surface decreases
D only the liquid surface increases
19 An engineer wants to fix a steel washer on to a steel rod. The rod is just too big to fit into the hole
of the washer.
steel steel rod

washer
How can the engineer fit the washer on to the rod?
A Cool the washer and then place it over the rod.

B Cool the washer and rod to the same temperature and then push them together.
C Heat the rod and then place it in the hole in the washer.
D Heat the washer and then place it over the rod.
© UCLES 2014 0625/01/SP/16

11
ice
warm water
glass
A condensation
B conduction
C convection
D radiation
21 Which list contains only transverse waves?
A infra-red waves, light waves, sound waves

B infra-red waves, light waves, ultraviolet waves
C infra-red waves, sound waves, ultraviolet waves
D light waves, sound waves, ultraviolet waves
22 The diagram shows a wave.
Which labelled distance is the wavelength?
B D
A

12
A B
fast slow fast slow

C D
fast slow fast slow

24 The diagram shows a ray of light incident on the edge of a piece of glass. The angle i is greater
than the critical angle.
Which arrow shows the direction of the ray after it leaves the edge of the glass?
normal
ray of
D
light
i
glass
air C
A
B
© UCLES 2014 0625/01/SP/16

13
25 In the diagram, the distance OP is the focal length of the converging lens. One ray of light from O
is shown.
Through which point will this ray pass, after refraction by the lens?
converging lens
A
O P D B

C
26 Light from the Sun passes through a prism and a spectrum is produced on a screen.
screen
narrow slit
light from X
red
the Sun
violet
A thermometer placed at X shows a large temperature increase.
Which type of radiation causes this temperature increase?
A infra-red
B microwave
C ultraviolet
D visible light

14
after two seconds.
ship
echo-sounder
sea bed
A 750 m B 1500 m C 3000 m D 6000 m
28 Which frequency produces a sound that can be heard by a person?
A 2 Hz B 10 Hz C 2 kHz D 30 kHz
power supply
metal
coil
metal power supply
A iron 6 V a.c.
B iron 6 V d.c.
C steel 6 V a.c.
D steel 6 V d.c.
© UCLES 2014 0625/01/SP/16

15
30 A polythene rod repels an inflated balloon hanging from a nylon thread.
Why do the rod and balloon repel?
A The rod and the balloon have opposite charges.

B The rod and the balloon have like charges.
C The rod is charged but the balloon is not.
D The balloon is charged but the rod is not.
31 A circuit is set up to determine the resistance of a resistor R. The meter readings are 2.0 A and
3.0 V.
A
V
What is the resistance of the resistor R?
A 0.67 Ω B 1.5 Ω C 5.0 Ω D 6.0 Ω
32 A student uses a length of wire as a resistor. He makes a second resistor from the same material.
To be certain of making a second resistor of higher resistance, he should use a piece of wire that
is
A longer and thicker.

B longer and thinner.
C shorter and thicker.
D shorter and thinner.

16
thermistor.
resistance
temperature
© UCLES 2014 0625/01/SP/16

17
160
time taken
140
to break the
circuit / s 120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20
current / A
35 A transformer has 50 turns on its primary coil and 100 turns on its secondary coil. An alternating
voltage of 25.0 V is connected across the primary coil.
25.0 V

50 turns 100 turns
What is the voltage across the secondary coil?
A 12.5 V B 50.0 V C 100 V D 200 V

18
36 A wire perpendicular to the page carries an electric current in a direction out of the page. There
are four compasses near the wire.
Which compass shows the direction of the magnetic field caused by the current?
B
A C
wire with
current out
of page
37 A wire is placed between the poles of a horseshoe magnet. There is a current in the wire in the
direction shown, and this causes a force to act on the wire.
magnet
current
N
wire S
force
Three other arrangements, P, Q and R, of the wire and magnet are set up as shown.
P Q R
S N S
N S N
magnet turned around current direction reversed current direction reversed

and magnet turned around
Which arrangement or arrangements will cause a force in the same direction as the original
arrangement?
A P, Q and R B P and Q only C P only D R only
© UCLES 2014 0625/01/SP/16

19
38 The diagram shows the paths of three different types of radiation, X, Y and Z.
Which row in the table correctly identifies X, Y and Z?
X Y Z

37
39 A particular nuclide has the symbol 17 Cl .
What is true for atoms of this nuclide?
A There are 17 nucleons in the nucleus.

B There are 17 protons in the nucleus.
C There are 37 electrons in the nucleus.
D There are 37 neutrons in the nucleus.
A 0 mg B 40 mg C 100 mg D 200 mg
© UCLES 2014 0625/01/SP/16

20
BLANK PAGE
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2014 0625/01/SP/16

PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For Examination from 2016
SPECIMEN MARK SCHEME
45 minutes
MAXIMUM MARK: 40

2
Question Question
Key Key
Number Number
1 D 21 B
2 C 22 C
3 B 23 C
4 C 24 D
5 B 25 A
6 B 26 A
7 C 27 B
8 A 28 C
9 C 29 D
10 D 30 B
11 B 31 B
12 D 32 B
13 A 33 A
14 D 34 C
15 D 35 B
16 B 36 C
17 D 37 D
18 C 38 B
19 D 39 B
20 C 40 C
© UCLES 2014 0625/01/SM/16

*0123456789*
PHYSICS 0625/02
Paper 2 Multiple Choice (Extended) For Examination from 2016
SPECIMEN PAPER
45 minutes
Soft clean eraser

Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2)

2
1 Which quantity is measured in newton seconds (N s)?
A impulse
B moment
C power
D work done
2 Which measurement can be made using a micrometer screw gauge?
A the air pressure of a tyre

B the diameter of a wire
C the turning effect of a spanner
D the wavelength of microwaves
3 A parachutist is falling at terminal velocity, without her parachute open.
She now opens her parachute.
What is the direction of her motion, and what is the direction of her acceleration, immediately
after she opens her parachute?
direction of motion of direction of acceleration

the parachutist of the parachutist
A downwards downwards
B downwards upwards
C upwards downwards
D upwards upwards
goes into orbit?
© UCLES 2014 0625/02/SP/16

3
cm3 cm3
50 50
40 measuring 40
cylinder
30 30
liquid
20 20
10 balance 10
g g
load / N 0 1.0 2.0 3.0

length / cm 15.2 16.2 18.6
extension / cm 0 1.0 2.1 3.4
A 17.2 B 17.3 C 17.4 D 17.6
7 The diagram shows a satellite that is moving at a uniform rate in a circular orbit around the Earth.
Which statement describes the motion of this satellite?
A It is accelerating because its speed is changing.

B It is accelerating because its velocity is changing.
C It is not accelerating but its speed is changing.
D It is not accelerating but its velocity is changing.

4

9 A beam pivoted at one end has a force of 5.0 N acting vertically upwards on it as shown. The
beam is in equilibrium.
5.0 N
2.0 cm 3.0 cm
pivot
weight
of beam
What is the weight of the beam?
A 2.0 N B 3.0 N C 3.3 N D 5.0 N
10 A car has a mass of 1000 kg and a momentum of 12 000 kg m / s.
What is its kinetic energy?
A 6 kJ
B 12 kJ
C 72 kJ
D 144 kJ
© UCLES 2014 0625/02/SP/16

5
11 Which diagram shows two forces X and Y with their resultant force?
resultant
resultant
Y
X Y
X
A B
resultant
resultant
Y X
Y
C D
ball dropped
from here
ball bounces
to here
hard surface


6
13 The Sun is the original source of energy for many of our energy resources.
Which energy resource does not originate from the Sun?
A geothermal
B hydroelectric
C waves
D wind
section X of dam
water in
lake
rock
section Y of dam
section of the dam.

© UCLES 2014 0625/02/SP/16

7
cm
90
vacuum
80
70
trapped
gas
60
50
76 cm 40
mercury
30
20
10
A 10 cm of mercury
B 50 cm of mercury
C 66 cm of mercury
D 86 cm of mercury

8
random directions.
eye
microscope
light
pollen grains
in water


© UCLES 2014 0625/02/SP/16

9
18 The diagram shows four beakers A, B, C and D. The beakers contain different amounts of the
same liquid at the same temperature. The beakers are left next to each other on a laboratory
bench overnight. The diagrams are all drawn to the same scale.
From which beaker does the largest quantity of liquid evaporate?
A B C D
19 Which line in the table shows the relative expansion of the three states of matter from the most
expansion to the least expansion?
most expansion least expansion
A solids > liquids > gases

B solids > gases > liquids
C gases > liquids > solids
D gases > solids > liquids
20 The diagram shows a liquid-in-glass thermometer.
glass bulb stem
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
liquid liquid
thread
Which two features both affect the sensitivity of the thermometer?
A mass of liquid and diameter of liquid thread

B mass of liquid and length of stem
C thickness of glass bulb and diameter of liquid thread
D thickness of glass bulb and length of stem

10
21 A student wishes to calculate the specific heat capacity of copper.
He has a block of copper and an electrical heater. He knows the power of the heater.
Which other apparatus does he need?
balance stop watch thermometer
A key
B = needed
C = not needed
D
22 A mass of 0.20 kg of a substance is initially solid.
It is heated at a steady rate of 500 W.
The graph shows how the temperature of the substance changes with time.
temperature
/ °C
0
0 100 300 time / s
What is the specific latent heat of fusion of the substance?
A 20 000 J / kg
B 30 000 J / kg
C 500 000 J / kg
D 750 000 J / kg
© UCLES 2014 0625/02/SP/16

11
ice
warm water
glass
A condensation
B conduction
C convection
D radiation

12
A B
fast slow fast slow

C D
fast slow fast slow

25 The diagram shows a ray of monochromatic light passing through a semi-circular glass block.
50° ray emerges in air

close to glass
surface
incident reflected
ray glass ray
air
What is the refractive index of the glass?
A 0.64 B 0.77 C 1.31 D 1.56
© UCLES 2014 0625/02/SP/16

13
26 An object O is placed close to a thin converging lens.
The diagram represents three rays from the top of O passing through the lens.
Which type of image is produced by the lens when the object O is in this position?
A real and diminished

B real and enlarged
C virtual and diminished
D virtual and enlarged
after two seconds.
ship
echo-sounder
sea bed
A 750 m B 1500 m C 3000 m D 6000 m

14
power supply
metal
coil
metal power supply
A iron 6 V a.c.
B iron 6 V d.c.
C steel 6 V a.c.
D steel 6 V d.c.
29 A positively charged plastic rod is placed just above a thick metal plate. The metal plate rests on
an insulator and is connected to the earth by a wire.
positive rod metal plate
+ + + + + +
earthing wire
insulator
A student disconnects the earthing wire and then removes the positively charged rod.
The experiment is repeated. This time the student removes the positively charged rod and then
removes the earthing wire.
A When the earthing wire is disconnected first, the metal plate becomes positively charged.
B When the earthing wire is disconnected first, the metal plate becomes negatively charged.
C When the plastic rod is removed first, the metal plate becomes positively charged.
D When the plastic rod is removed first, the metal plate becomes negatively charged.
© UCLES 2014 0625/02/SP/16

15
30 The resistance of a wire depends on its length l and on its cross-sectional area A.
The resistance is
A directly proportional to l and directly proportional to A.

B directly proportional to l and inversely proportional to A.
C inversely proportional to l and directly proportional to A.
D inversely proportional to l and inversely proportional to A.
31 In the circuit shown, the ammeter reads 2.0 A and the voltmeter reads 12 V.
12 V
6.0 Ω
How much energy is transferred by the resistor in 10 seconds?
A 2.4 J
B 14.4 J
C 240 J
D 1440 J

16
32 The diagram shows part of an electrical circuit.
3.0 A 4.0 Ω
A
2.0 Ω
The current in the 4.0 Ω resistor is 3.0 A.
What is the current in the ammeter?
A 4.5 A
B 6.0 A
C 9.0 A
D 12.0 A
© UCLES 2014 0625/02/SP/16

17
thermistor.
resistance
temperature

18
160
time taken
140
to break the
circuit / s 120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20
current / A
© UCLES 2014 0625/02/SP/16

19
35 A solenoid is connected in series with a sensitive ammeter. The N pole of a magnet is placed
next to one end of the solenoid, marked X.
solenoid
N X
magnet
First, the N pole of the magnet is pushed towards X, then the magnet is pulled away from X.
During both stages the ammeter deflects.
Which type of magnetic pole is induced at X during these two stages?
as N pole moves as N pole moves away

towards X from X
A N pole N pole
B N pole S pole
C S pole N pole
D S pole S pole

20
36 The diagram shows a transformer.
soft-iron core
primary secondary
coil coil
Which row describes the magnetic field in the soft-iron core and the magnetic field in the
secondary coil when the transformer is operating?
magnetic field
in soft-iron core in secondary coil
A changing changing
B changing constant
C constant changing
D constant constant
© UCLES 2014 0625/02/SP/16

21
37 The graph shows the output of an a.c. generator. The coil in the generator rotates 20 times in one
second.
+1
output
p.d. / V 0
0 0.05 0.10 time / s
–1
The speed of rotation of the coil steadily increases.
Which graph best shows how the output changes?
+1
output
A p.d. / V 0
0 0.05 0.10 time / s
–1
+1
output
B p.d. / V 0
0 0.05 0.10 time / s
–1
+2
output
p.d. / V
+1
C 0
0 0.05 0.10 time / s
–1
–2
+2
output
p.d. / V
+1
D 0
0 0.05 0.10 time / s
–1
–2

22
38 The diagram shows a wire placed between two magnetic poles of equal strength.
A current passes through the wire in the direction shown. The current causes a downward force
on the wire.
wire
direction
of force
direction
of current
What is the arrangement of the magnetic poles?
S N
A
N S
B
N N
C
S S
D
© UCLES 2014 0625/02/SP/16

23
39 A beam of γ-rays passes between two charged metal plates as shown in the diagram.
γ-rays
How do the γ-rays pass between the two charged plates?
A The rays are deflected in a direction perpendicular to the page

B The rays are deflected towards the negative plate.
C The rays are deflected towards the positive plate.
D The rays will continue in the same direction.
A 0 mg B 40 mg C 100 mg D 200 mg
© UCLES 2014 0625/02/SP/16

24
BLANK PAGE
© UCLES 2014 0625/02/SP/16

PHYSICS 0625/02
Paper 2 Multiple Choice (Extended) For Examination from 2016
45 minutes
MAXIMUM MARK: 40

2
Question Question
Key Key
Number Number
1 A 21 A
2 B 22 C
3 B 23 C
4 C 24 C
5 B 25 D
6 B 26 D
7 B 27 B
8 C 28 D
9 A 29 B
10 C 30 B
11 C 31 C
12 D 32 C
13 A 33 A
14 A 34 C
15 D 35 B
16 B 36 A
17 D 37 D
18 D 38 A
19 C 39 D
20 A 40 C
© UCLES 2014 0625/02/SM/16

*0123456789*
PHYSICS 0625/03
Paper 3 Theory (Core) For Examination from 2016
SPECIMEN PAPER
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.


2
1 Fig. 1.1 shows how the speed of an object varies during a period of 30 s.
40
speed
m/s
30
20
10
0
0 10 20 30
time / s
Fig. 1.1
(a) State the speed of the object
(i) at the start, time = 0 s,

speed = m/s
(ii) at the end, time = 30 s.

speed = m/s
[2]
(b) Describe what, if anything, is happening to the speed during the period 10 s to 25 s.
[1]
© UCLES 2014 0625/03/SP/16

3
(c) Determine the distance travelled in the last 5 s.
distance = m [3]
(d) The total distance travelled during the 30 s is 750 m.
Calculate the average speed of the object during the 30 s.
average speed = m / s [3]
[Total: 9]

4
2 The car in Fig. 2.1 is on a level road.
Fig. 2.1
(a) Calculate the magnitude of the resultant force on the car.
resultant force = N [1]
(b) Tick the box below that describes the motion of the car.
travels forward at constant speed
travels forward with increasing speed
travels forward with decreasing speed
travels backward at constant speed
travels backward with increasing speed
travels backward with decreasing speed
remains at rest
[1]
(c) Later, the car is moving forwards and the frictional forces suddenly increase to 2500 N.
The forwards force remains constant at 2000 N.
Describe and explain what happens to the car.
[2]
© UCLES 2014 0625/03/SP/16

5
(d) Suggest what might have caused the frictional forces in (c) to increase.
[1]
[Total: 5]

6
3 (a) In a laboratory experiment to find the centre of mass of a triangular piece of plastic, the
plastic is freely suspended first from point A and then from point B, as shown in Figs. 3.1 and
3.2.
B B
A
E
D D
E
C
C
Fig. 3.1 Fig. 3.2
When suspended from point A, point D is found to be vertically below A.
When suspended from point B, point E is vertically below B.
(i) What piece of apparatus might be used to determine the vertical lines from A and
from B?
[1]
(ii) On Fig. 3.3 below, draw construction lines to find the position of the centre of mass of
the piece of plastic. Label this point clearly with the letter G.
C
B D
Fig. 3.3
[2]
© UCLES 2014 0625/03/SP/16

7
(b) The piece of plastic has a mass of 120 g.
Calculate the weight of the piece of plastic.
weight = N [3]
[Total: 6]

8
4 (a) State what is meant by the moment of a force.
[1]
(b) A warehouse worker is about to close a large door, as shown in Fig. 4.1.
A
B
Fig. 4.1
(i) State, with a reason, which of the two positions, A or B, will enable him to close the door
with least force.
[1]
(ii) On another occasion, with the door in the position shown in Fig. 4.1, two workers each
push on the door with the same force at the same time. One worker pushes at A, from
the side seen in Fig. 4.1. The other worker pushes at B, from the other side of the door.
Which way does the door move, if at all? Tick one box.
the door closes
the door opens
the door remains in the same position

[1]
[Total: 3]
© UCLES 2014 0625/03/SP/16

9
5 A student gently heats a sample of solid wax in a test-tube, as shown in Fig. 5.1. The
temperature of the wax is measured every minute.
solid wax
heating
Fig. 5.1
(a) Describe the structure of the solid wax in terms of the arrangement and motion of the wax
molecules.
[2]
(b) The student’s data is shown below.
time / minutes 0 1 2 3 4 5 6 7 8 9 10
temperature / °C 35 40 45 49 50 50 50 50 50 53 56
Use the data to describe and explain what is happening to the wax during this period.
[5]
[Total: 7]

10
6 The owner of a small factory suggests installing a wind turbine to generate some of the electricity
needed by the factory.
(a) Give one environmental reason for using a wind turbine.
[1]
(b) Discuss three of the factors that the owner will need to consider when deciding whether to
install a wind turbine.
[4]
[Total: 5]
© UCLES 2014 0625/03/SP/16

11
7 Fig. 7.1 shows a stationary pole vaulter holding a straight pole. Fig. 7.2 shows him during the
vault with the pole bent.
Fig. 7.1 Fig. 7.2
(a) Identify the energy changes that have taken place, for the pole vaulter and for the pole,
between the situations shown in Figs. 7.1 and 7.2. State the evidence for these changes.
[4]
(b) The pole vaulter releases the pole and clears the bar.
Explain how the principle of conservation of energy applies as he falls from his maximum
height.
[2]
[Total: 6]

12
8 A man looks at his reflection in a vertical mirror. This is shown from the side in Fig. 8.1.
Fig. 8.1
(a) On Fig. 8.1, accurately mark with a clear cross where the image of the tip A of the man’s
beard will be. Label the cross B. [2]
(b) On Fig. 8.1, accurately draw a ray from the tip of the man’s beard that reflects from the mirror
and goes into his eye. Use arrows to show the direction of the ray. [2]
(c) On Fig. 8.1, mark the angles of incidence and reflection at the mirror using the letters i and r.
[1]
[Total: 5]
© UCLES 2014 0625/03/SP/16

13
9 Fig. 9.1 represents the regions of the electromagnetic spectrum.
microwaves infra-red visible X-rays γ -rays
Fig. 9.1
(a) Two of the regions have not been named in Fig. 9.1.
In the two boxes below the spectrum, write the names of these regions. [2]
(b) Write “long wavelength” next to the long wavelength end of the electromagnetic spectrum. [1]
(c) State one use for the radiation of each of the following regions.
infra-red
γ-rays
[2]
[Total: 5]

14
10 (a) A student connects the circuit shown in Fig. 10.1.
150 Ω
12 V
200 Ω
Fig. 10.1
(i) Calculate the current in the circuit.
current = [4]
(ii) Calculate the potential difference (p.d.) across the lamp.
p.d. = V [2]
(iii) Draw on Fig. 10.1 to suggest how the circuit may be modified so that the brightness of
the lamp can be controlled. [1]
© UCLES 2014 0625/03/SP/16

15
(b) The circuit is re-arranged as shown in Fig. 10.2.
12 V
150 Ω 200 Ω
Fig. 10.2
(i) What word is used to describe this new arrangement of the components?
[1]
(ii) Predict and explain how the brightness of the lamp compares to the lamp in Fig. 10.1.
[2]
[Total: 10]

16
11 (a) Fig. 11.1 represents a permanent magnet.
N S
Fig. 11.1
(i) Carefully draw on Fig. 11.1 to show the pattern and direction of magnetic field lines
around the magnet. [2]
(ii) What is an electromagnet?
[1]
© UCLES 2014 0625/03/SP/16

17
(b) An iron bar has many turns of wire wrapped around it, as shown in Fig. 11.2. The wire is
connected to an alternating current supply. Some more wire is made into a flat coil and
connected across a low voltage lamp.
low voltage
lamp
iron bar
flat coil
alternating
current
supply
Fig. 11.2
(i) Explain how alternating current (a.c.) is different from direct current (d.c.).
[1]
(ii) When the flat coil is held close to the end of the iron bar, the lamp glows.
[3]
[Total: 7]

18
12 (a) What is meant by radioactive decay?
[2]
(b) Fig. 12.1 shows two samples of the same radioactive substance. The substance emits
β-particles.
Fig. 12.1
Put a tick alongside any of the following quantities which is the same for both samples.
the half-life
the mass
the number of atoms decaying each second
the number of β-particles emitted each second

[1]
© UCLES 2014 0625/03/SP/16

19
(c) Fig. 12.2 shows the decay curve for a particular radioactive substance.
2500
count rate
counts / min
2000
1500
1000
500
0
0 1 2 3 4 5
time / minutes
Fig. 12.2
(i) Select and use numbers from the graph to deduce the half-life of the radioactive
substance.
half-life = minutes [3]
(ii) Predict the value of the count rate at a time of 6 minutes from the start of the
measurements. Show your working.
count rate = counts / min [2]

20
(d) People handling radioactive substances need to take certain safety precautions.
(i) Explain why safety precautions are necessary.
[2]
(ii) State two safety precautions used by people handling radioactive substances.
1.
2.
[2]
[Total: 12]
© UCLES 2014 0625/03/SP/16

PHYSICS 0625/03
Paper 3 Theory (Core) For Examination from 2016
1 hour 15 minutes
MAXIMUM MARK: 80

2
clarification
response
NOT do not allow
© UCLES 2014 0625/03/SM/16

3
1 (a) (i) 15 (m / s) [1]
(ii) 0 (m / s) [1]
(b) constant OR nothing [1]
(c) area of triangle OR area under graph OR appropriate equation of motion [1]
½ × 30 × 5 [1]
75 (m) [1]
(d) speed = distance/time in any form, letters, words, numbers [1]

750/30 [1]
25 (m / s) [1]
2 (a) 1500 (N) [1]
(b) second box ticked [1]
(c) slows down / speed decreases / decelerates [1]

resultant force in direction opposing motion / resultant is –500 N / 500 N backwards [1]
(d) any one from:

increased wind / air resistance OR headwind )
rough(er) ground OR flat tyre OR increased road resistance/friction ) [max 1]
brakes applied )
ignore increased speed / changed car shape / increased load

ignore driver decided to stop
3 (a) (i) plumb-line (name or description) OR set-square and (horiz.) bench OR spirit level [1]
(ii) line joining A and D AND line joining B and E [1]

intersection clearly labelled G [1]
(b) use of W = m g in any form, letters, words, numbers [1]

evidence of conversion of g to kg (can be given from final answer) [1]
1.2 (N) [1]
(note: 1200 gains 2 marks)

4
4 (a) turning effect OR force × distance (from fulcrum) [1]
(b) (i) A AND idea of bigger distance from hinge / pivot [1]
(ii) the door closes [1]
5 (a) (molecules) close together / touching / strong forces holding molecules together [1]
(molecules) vibrate / are not free to move around [1]
(b) temperature (of wax) increases (as time increases) [1]

between 4 and 8 minutes the temperature stays the same [1]
because the wax is melting (between 4 and 8 minutes) [1]
temperature increases again / after 8 minutes [1]
wax has all melted / is all liquid (after 8 minutes) [1]
6 (a) less pollution / reduced carbon (dioxide) emissions (compared to fossil fuels) OR other
environmental reason [1]
(b) any three from:

output expected from wind turbine
energy use by factory
wind is intermittent
whether location has suitable amount of wind
cost / time to recoup cost of turbine
whether location / noise will cause nuisance to neighbours [max 3]
valid discussion of at least one factor from list above, linking it to the decision [1]
7 (a) increase in kinetic energy due to motion [1]

increase in gravitational potential energy [1]
due to increase in height [1]
increase in strain / elastic energy of pole because it is bent [1]
(b) total energy remains constant (note: can be implied by second mark) [1]
gravitational potential energy lost = kinetic energy gained (+ thermal energy / heating) [1]
8 (a) beard tip to cross perpendicular to mirror [1]

distance beard tip to mirror = distance mirror to cross B [1]
(b) incident ray from beard tip to mirror and reflected ray along line from eye to cross B or
angles of incidence and reflection are approximately the same [1]
arrows from beard to eye [1]
(c) angles i and r correctly labelled [1]
© UCLES 2014 0625/03/SM/16

5
9 (a) radio OR television [1]

ultraviolet [1]
(b) “long wavelength” written at left end of spectrum [1]
(c) cooking / ovens / grills / heating / remote-controls / burglar alarms [1]

cancer treatment / medical imaging / sterilisation / use as a tracer [1]
10 (a) (i) 150 + 200 or 350 (Ω) seen or implied by correct final answer [1]
use of I = V/R in any form or 12/candidate’s resistance seen or 12/350 implied by correct
answer [1]
0.034 to at least 2 sig. figs. [1]
A or mA as appropriate [1]
(ii) candidate’s (i) × 200 or proportion or potential divider calculation [1]

6.9 (V) to at least 2 sig. figs. [1]
(iii) variable resistor symbol drawn in suitable position on circuit [1]
(b) (i) parallel [1]
(ii) brighter [1]

p.d. / voltage (across lamp) is greater [1]
11 (a) (i) at least two continuous loops either side of magnet, from one pole to the other [1]
at least one arrow, not contradicted, showing direction N to S [1]
(ii) magnet which operates when there is a current OR coil wrapped round iron bar [1]
(b) (i) alternating current changes direction OR direct current is in one direction only [1]
(ii) mention of magnetic field [1]

changing magnetic field / flux linkage, however expressed OR field lines being cut etc. [1]
induced emf / current / electricity [1]
12 (a) break up of unstable nuclei [1]

emission of ionising radiation / alpha / beta / gamma [1]
(b) only half-life ticked [1]
(c) (i) clear statement of start point (can be inferred from markings on graph) [1]
clear halving [1]
2 minutes [1]
(ii) 550/2 OR 1100/4 OR 2200/8 e.c.f. (c) (i) [1]

275 (counts / min) e.c.f. (c) (i) [1]

6
(d) (i) any two from:

emissions (from radioactive substances) are ionising
(ionising) radiation can damage cells / body tissue / burns
risk of cancer
risk of radiation sickness
risk of mutations / damage to offspring [max 2]
(ii) any two different examples from:

use of gloves
tweezers
lead / concrete
maintain distance
minimise exposure time [max 2]
© UCLES 2014 0625/03/SM/16

*0123456789*
PHYSICS 0625/04
Paper 4 Theory (Extended) For Examination from 2016
SPECIMEN PAPER
1 hour 15 minutes


2
1 Fig. 1.1 shows the speed-time graph for a car travelling along a straight road.
The graph shows how the speed of the car changes as the car passes through a small town.
35
D
30
speed
m/s
A
25
enters leaves
20 town town
here here
15
B C
10
0
0 10 20 30 40 50 60 70
time / s
Fig. 1.1
(a) Calculate the distance between the start of the town and the end of the town.
distance = [3]
© UCLES 2014 0625/04/SP/16

3
(b) Calculate the acceleration of the car between C and D.
acceleration = [3]
(c) State how the graph shows that the deceleration of the car has the same numerical value as
its acceleration.
[1]
[Total: 7]

4
2 Fig. 2.1 shows a conveyor belt transporting a package to a raised platform. The belt is driven by a
motor.
conveyor belt
package
motor
Fig. 2.1
(a) The mass of the package is 36 kg.
Calculate the increase in the gravitational potential energy (g.p.e.) of the package when it is
raised through a vertical height of 2.4 m.
increase in g.p.e. = [2]
(b) The package is raised through the vertical height of 2.4 m in 4.4 s.
Calculate the power needed to raise the package.
power = [2]
(c) The electrical power supplied to the motor is much greater than the answer to (b).
Explain how the principle of conservation of energy applies to this system.
[2]
© UCLES 2014 0625/04/SP/16

5
(d) Assume that the power available to raise packages is constant. A package of mass greater
than 36 kg is raised through the same height.
Suggest and explain the effect of this increase in mass on the operation of the conveyer belt.
[3]
[Total: 9]

6
3 The engine of an unpowered toy train is rolling at a constant speed on a level track, as shown in
Fig. 3.1. The engine collides with a stationary toy truck, and joins with it.
moving engine
stationary truck
track
Fig. 3.1
Before the collision, the toy engine is travelling at 0.32 m / s. The mass of the engine is 0.50 kg.
(a) Calculate the momentum of the toy engine before the collision.
momentum = [2]
(b) The mass of the truck is 0.30 kg.
Using the principle of conservation of momentum, calculate the speed of the joined engine
and truck immediately after the collision.
speed = [3]
[Total: 5]
© UCLES 2014 0625/04/SP/16

7
BLANK PAGE

8
4 A solar panel is mounted on the roof of a house. Fig. 4.1 shows a section through part of the
solar panel.
sunlight
trapped
air copper pipe,
painted black
water
glass sheet
insulating metal backing sheet,

material painted black
Fig. 4.1
A pump makes water flow through the copper pipes. The water is heated by passing through the
solar panel.
(a) Select and explain three features of the solar panel that maximise the final temperature of
the water.
[4]
© UCLES 2014 0625/04/SP/16

9
(b) During one day, 250 kg of water is pumped through the solar panel. The temperature of this
water rises from 16 °C to 38 °C.
The water absorbs 25 % of the energy incident on the solar panel. The specific heat capacity
of water is 4200 J / (kg °C).
Calculate the energy incident on the solar panel during that day.
energy = [4]
(c) The solar panel in Fig. 4.1 is designed to heat water.
A person is deciding whether to install solar panels on her house.
List and explain three pieces of information she needs to consider in order to make her
decision.
[4]
(d) The Sun releases energy as a result of nuclear fusion.
State the meaning of nuclear fusion.
[2]
[Total: 14]

10
5 Fig. 5.1 shows a gas contained in a cylinder enclosed by a piston.
piston pressure gauge
gas cylinder
100 cm
Fig. 5.1
At first, the length of cylinder containing the gas is 100 cm. The pressure of the gas, shown by the
pressure gauge, is 300 kPa. The area of cross-section of the cylinder is 0.12 m2.
(a) (i) Describe the motion of the molecules of the gas.
[1]
(ii) Use the idea of momentum to explain how the molecules exert a force on the walls of the
cylinder.
[2]
© UCLES 2014 0625/04/SP/16

11
(b) The piston is moved so that the new length of cylinder occupied by the gas is 40 cm. The
temperature of the gas is unchanged.
(i) Calculate the new pressure of the gas.
pressure = [2]
(ii) Explain, in terms of the behaviour of the molecules, why the pressure has changed.
[2]
[Total: 7]

12
6 Fig. 6.1 shows a scale drawing of plane wavefronts approaching a gap in a barrier.
direction of wave travel
barrier
Fig. 6.1
(a) On Fig. 6.1, draw the pattern of the wavefronts after the wave has passed through the gap.
[2]
(b) The wave approaching the barrier has a wavelength of 2.5 cm and a speed of 20 cm / s.
frequency = [2]
(c) State what happens, if anything, to the frequency of the wave as it passes through the gap.
[1]
© UCLES 2014 0625/04/SP/16

13
(d) Explain, in terms of diffraction, why a car radio may pick up low frequency radio signals but
not pick up high frequency radio signals when the car is travelling behind a hill.
[2]
[Total: 7]

14
7 The circuit of Fig. 7.1 includes an immersion heater and a 6.0 V battery.
6.0 V
X
A
heater
Fig. 7.1
(a) State the name and purpose of component X.
name
purpose
[1]
(b) The heater is designed to work from a 3.6 V supply. It has a power rating of 4.5 W at this
voltage.
By considering the current in the heater, calculate the resistance of component X when there
is the correct potential difference across the heater.
resistance = [5]
(c) Some time after the heater is switched on, the ammeter reading is seen to have decreased.
[2]
[Total: 8]
© UCLES 2014 0625/04/SP/16

15
8 Fig. 8.1 is a schematic diagram of an electronic circuit controlling a lamp.
temperature
sensor
relay lamp
B
A
light
sensor
Fig. 8.1
The output of the temperature sensor is high (logic 1) when it detects raised temperatures. The
output of the light sensor is high (logic 1) when it detects raised light levels.
The lamp is lit when the input to the relay is high (logic 1).
(a) Complete the truth table by giving the outputs of A and B.
output of output of
output of A output of B
light sensor temperature sensor
0 0
0 1
1 0
1 1
[2]
(b) State the conditions under which the lamp is lit.
[1]
(c) Suggest why B is connected to a relay, rather than directly to the lamp.
[2]
[Total: 5]

16
9 A plastic rod is rubbed with a cloth and becomes positively charged. After charging, the rod is
held close to the suspended table-tennis ball shown in Fig. 9.1. The table-tennis ball is covered
with metal paint and is uncharged.
nylon thread
light
table-tennis ball
covered with metal
paint
positively
charged rod
Fig. 9.1
(a) Describe what happens to the charges in the metal paint on the ball as the positively charged
rod is brought close to the ball.
[1]
(b) The ball is attracted towards the charged rod.
Explain why this happens, given that the ball is uncharged.
[2]
(c) State the unit in which electric charge is measured.
[1]
[Total: 4]
© UCLES 2014 0625/04/SP/16

17
10 Emissions from a radioactive source pass through a hole in a lead screen and into a magnetic
field, as shown in Fig. 10.1. The experiment is carried out in a vacuum.
radioactive A magnetic field

source into paper
lead
screen
3 cm
Fig. 10.1
Radiation detectors are placed at A, B and C. They give the following readings:
A B C
The radioactive source is then completely removed, and the readings become:
A B C
From the data given for positions A, B and C, deduce the type of emissions coming from the
radioactive source. Explain your reasoning.
[7]
[Total: 7]

18
11 In Geiger and Marsden’s α-particle scattering experiment, α-particles were directed at a very thin
gold foil.
Fig. 11.1 shows five of the nuclei of the atoms in one layer in the gold foil. Also shown are the
paths of three α-particles directed at the foil.
Fig. 11.1
(a) On Fig.11.1, complete the paths of the three α-particles. [3]
(b) (i) State the result of the experiment that shows that an atom consists of a very tiny,
charged core, containing almost all the mass of the atom.
[1]
(ii) State the sign of the charge on this core. ...................................................................... [1]
(iii) State what occupies the space between these charged cores.
[1]
4
(c) The nuclide notation for an α-particle is 2 α.
State the number of protons and neutrons in an α-particle
protons =
neutrons = [1]
[Total: 7]
© UCLES 2014 0625/04/SP/16

PHYSICS 0625/04
Paper 4 Theory (Extended) For Examination from 2016
1 hour 15 minutes
MAXIMUM MARK: 80

2
clarification
response
NOT do not allow
© UCLES 2014 0625/04/SM/16

3
1 (a) speed × time in any form, symbols, numbers or words

OR any area under graph used or stated [1]
312 m (2 or 3 sig. figs.) [1]
(b) rate of change of speed OR gradient of graph OR 18/12 [1]

1.5 m/s2 [1]
(c) same gradient / slope OR equal speed changes in equal times OR

allow graph symmetrical [1]
2 (a) mgh OR 36 × 10 × 2.4 [1]

864 J OR N m (2 or 3 sig. figs.) [1]
(b) (P =) E/t in any form, words, symbols or numbers OR 864 / 4.4 [1]
196 W OR J / s (2 or 3 sig. figs.) [1]
(c) evidence that candidate understands the principle of energy conservation, expressed in
words or as an equation (e.g. total energy is constant OR initial energy = final energy) or
implied by statement accounting for difference [1]
some energy is dissipated into the surroundings OR difference due to increase in internal
energy/heating/thermal energy (of belt, motor, surroundings) owtte
note: do not accept kinetic energy / sound / friction if no mention of heating [1]
(d) increase in potential energy of mass is greater

OR work done/energy used (to raise mass) is greater [1]
t = E/P OR P = E/t in any form, words or symbols AND power is constant [1]
speed reduced / time taken is longer [1]
3 (a) p = mv in any form, words or symbols [1]

0.16 kg m / s OR N s [1]
(b) use of principle of conservation of momentum in words, symbols or numbers [1]

use of combined mass 0.5(0) + 0.3(0) OR 0.8(0) (kg) [1]
0.2(0) m / s [1]

4
4 (a) three valid features listed without explanation [1]
any three features explained from:
copper/metal is a good conductor (of heat)

NOT of electricity
black is good absorber/bad reflector

ignore emitter
insulating material will reduce heat lost/conducted away (from pipes/sheet)

NOT prevents heat loss owtte
glass/trapping of air reduces/prevents convection/warm air being blown away
glass produces greenhouse effect/reference to far and near I.R. [max 3]
(b) 38 – 16 OR 22 [1]
mcθ OR 250 × 4200 × candidate’s temperature difference [1]
2.31 × 107 (J) e.c.f. from previous line [1]
9.24 × 107 J OR e.c.f. from previous line × 4 correctly evaluated [1]
no unit penalty if J seen anywhere in (b) clearly applied to an energy
(c) valid explanation relating to at least one of the reasons below: [1]
note: if no explanation, this mark is not awarded even if more than three reasons are
given
any three reasons from:

which direction roof faces
estimate output of panels
household needs / whether household will use all hot water
cost of panel / installation
time to recoup cost
whether roof is shaded
relevant environmental consideration (e.g. not using wood or other fuel to heat water) [max 3]
(d) nuclei join together, accept hydrogen for nuclei

to produce a different element / helium (and energy) [2]
5 (a) (i) any one from:

(molecules) move randomly / in random directions
(molecules) have high speeds
(molecules) collide with each other / with walls [max 1]
(ii) collisions with walls/rebounding causes change in momentum (of molecules) [1]
force is rate of change of momentum / force needed to change momentum [1]
(b) (i) p1V1 = p2V2 OR 300 × 100 (× 0.12) = p2 × 0.40 (× 0.12) [1]
750 kPa [1]
© UCLES 2014 0625/04/SM/16

5
(ii) (molecules) collide with walls more often owtte

OR more collisions with walls per second or per unit time owtte [1]
greater force per unit area [1]
6 (a) clear attempt at semi circles, at least 3 [1]

same wavelength as incoming wavefronts, by eye [1]
(b) speed ÷ wavelength or 20 ÷ 2.5 or v = fλ [1]

8 Hz or 8 s–1 or 8 waves/second [1]
(c) candidate’s (b) OR “the same” OR nothing [1]
(d) low frequency signals have longer wavelength (than high frequency signals) OR
high frequency signals have shorter wavelength [1]
low frequency signals / long wavelength signals diffract more OR

low frequency / short wavelength signals diffract less [1]
7 (a) rheostat/variable resistor AND

control/vary/change/ limit the current /resistance/power/ voltage across heater [1]
(b) (I =) P/V any form, words or numbers [1]

(I =) 1.25 (A) seen anywhere [1]
(V =) 6.0 – 3.6 OR 2.4 seen anywhere [1]
(R =) V/I in any form words or numbers [1]
1.92 Ω (2 or 3 sig. figs.) [1]
note: credit will also be given for alternative approaches
(c) battery running down/going flat/energy of battery used up OR V or e.m.f. less

OR more/increasing resistance (of heater) NOT resistance of X increases [1]
use of relationship between I and V or R OR the current decreases [1]
8 (a) output of A: 1, 1, 0, 0 c.a.o. [1]

output of B: 0, 1, 0, 0 e.c.f. from candidate’s output of A [1]
(b) dark AND hot owtte

note: must be consistent with answer to (a) [1]
(c) B cannot provide enough power / current for lamp, or equivalent

OR allows remote lamp [2]
note: statement of function of a relay without reference to context gains 1 mark

6
9 (a) electrons / negative charges move towards the rod / to R (ignore just “attracted”)
ignore any mention of positive charges moving
any mention of positive electrons = 0 [1]
(b) negative charges (are) close(r) (to the rod) [1]

attraction between opposite charges greater than repulsion between like charges [1]
(c) coulomb [1]
10 γ rays [1]
(γ rays) detected at B [1]
(γ rays) not deflected by field / not charged [1]
charged particles / β particles (accept α for charged particles) [1]
β particles detected at C [1]
reference to direction of deflection / LH rule [1]
no α-particles OR only background detected at A [1]
11 (a) top bent down to R of layer [1]

middle straight on [1]
bottom deflected back to left [1]
(b) (i) deflection greater than 90°/the bottom one [1]
(ii) positive ignore numbers [1]
(iii) nothing/vacuum/space/electrons [1]
(c) 2 AND 2 [1]
© UCLES 2014 0625/04/SM/16

PHYSICS 0625/05
* 0 1 2 3 4 5 6 7 8 9 *
Paper 5 Practical Test For Examination from 2016

SPECIMEN PAPER
1 hour 15 minutes
Additional Materials: As listed in the Confidential instructions.


2
1 In this experiment, you will determine the mass of a load using a balancing method.
mass m d load X
50.0 cm mark
pivot metre rule

bench
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark. Do
not move this load.
(a) • Place a mass of 40 g on the rule and adjust its position so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot as shown in
Fig. 1.1.
• Record in Table 1.1 the distance d from the centre of the 40 g mass to the 50.0 cm mark
on the rule.
• Repeat the steps above using masses of 50 g, 60 g, 70 g and 80 g to obtain a total of five
sets of readings. Record the readings in the table.
1
• For each value of d calculate and enter the values in the table.
d
Table 1.1
m/g d / cm 1 1
d cm
40
50
60
70
80
[3]
(b) State how you overcame one difficulty you had in obtaining accurate results.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
© UCLES 2014 0625/05/SP/16

3
1 1
d cm
[4]
G = ..................................................... [1]
G
40.0
µ = ................................................... g [1]
[Total: 11]

4
2 In this experiment, you will investigate the effect of a layer of cotton wool on the cooling of water in
a test-tube.
(a) Carry out the following instructions referring to Fig. 2.1. You are provided with a supply of hot
water.
thermometer
water
test-tube
Fig. 2.1
• Pour hot water into the test-tube until it is about two thirds full of water. Place the
thermometer in the water.
• When the thermometer reading stops rising, measure the temperature θ of the water in the
test-tube and immediately start the stopclock. Record θ in Table 2.1 at time t = 0 s.
• Record in the table the temperature θ of the water every 30 s until you have a total of
seven readings.
• Remove the thermometer and pour away the water from the test-tube. Wrap the cotton
wool around the test-tube and secure it with the elastic bands. Repeat the steps above.
• Complete the time and temperature column headings in the table.
Table 2.1

t/
θ/ θ/
0
30
60
90
120
150
180
[3]
© UCLES 2014 0625/05/SP/16

5
(b) Write a conclusion to this investigation, stating in which experiment the cooling was more
rapid. Explain your answer by reference to your readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Discuss the quality of your results, and suggest two improvements to the experiment which
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(d) This experiment is being carried out by students in many different countries, using identical
apparatus.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 11]

6
3 In this experiment, you will investigate the effect of the length of resistance wire in a circuit on the
potential difference across a lamp.
The circuit has been set up for you.
(a) Fig. 3.1 shows the circuit without the voltmeter.

Draw on the circuit diagram the voltmeter as it is connected in the circuit. [2]
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) • Switch on and place the sliding contact C on the resistance wire at a distance
l = 0.150 m from end A. Record the value of l and the potential difference V across the
lamp in Table 3.1. Switch off.
• Repeat the instructions above using four different values of l to give a good range of data.
Record all the values of l and V in Table 3.1.
Table 3.1
l/m V/V
[4]
(c) How does increasing length l affect the brightness of the lamp?
............................................................................................................................................. [1]
© UCLES 2014 0625/05/SP/16

7
(d) A student suggests that the potential difference V across the lamp is directly proportional to
State whether you agree with this suggestion. Justify your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
[2]
(e) Suggest a practical reason why, if you were to repeat this experiment, the repeat readings
may be slightly different from those you recorded in Table 3.1.
...................................................................................................................................................
............................................................................................................................................. [1]
resistance wires.
............................................................................................................................................. [1]
[Total: 11]

8
Write a plan for the experiment, including:

explain your plan.
plastic bottle
water
Fig. 4.1
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
© UCLES 2014 0625/05/SP/16

9
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
.......................................................................................................................................................[7]
[Total: 7]
© UCLES 2014 0625/05/SP/16

10
BLANK PAGE
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included,
the publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge
Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2014 0625/05/SP/16

PHYSICS 0625/05
Paper 5 Practical Test For Examination from 2016
1 hour 15 minutes
MAXIMUM MARK: 40

2
clarification
response
NOT do not allow
© UCLES 2014 0625/05/SM/16

3
1 (a) table:
5 d values in cm (all < 50), recorded to nearest mm [1]
d values 30.0, 24.0, 20.0, 17.1, 15.0 each to ± 1.0 cm [1]

rule won’t balance exactly
allowing to tip one way then the other and take average
finding position of centre of the mass on the rule

marking centre of mass so it can be read against rule
mass or rule slides

suitable means for preventing mass or rule sliding
OR other suitable difficulty and solution [max 2]
(c) graph:
(d) triangle method used and shown (any indication on graph) using at least half line (can
be seen in calculation) [1]
2 (a) table:
t in s, both θ in ºC (words or symbols) [1]
both tubes temperatures decreasing and to consistent precision [1]
both tubes temperatures decreasing at decreasing rate [1]
(b) statement matches readings (expect tube without cotton wool cooled most rapidly
OR no significant difference) [1]
(c) quality poor due to small temperature differences [1]

ensure initial temperatures are identical (if they weren’t)
use a lid
(d) any two from:

draughts / open windows

4

(b) table:
V values all < 2.5 V and decreasing with increasing length [1]
all V values to at least 0.1 V and same precision (same no. of decimal places) [1]
(d) statement: no (must match readings) [1]

e.g. V/l not constant, V increases as l decreases, V does not double when l doubles [1]
(e) any one from:

NOT human error

4 apparatus:

instructions:

slowly
or any other suitable precaution which would improve accuracy of data [2]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately
evenly spaced [1]
graph:
© UCLES 2014 0625/05/SM/16

* 0 1 2 3 4 5 6 7 8 9 *
PHYSICS 0625/06
SPECIMEN PAPER
1 hour



2
1 A student is determining the mass of a load using a balancing method.
mass m d load X
50.0 cm mark
pivot metre rule

bench
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark.
It is not moved during the experiment.
A mass m of 40 g is placed on the rule and its position adjusted so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot. Fig. 1.2(a) shows part of
the rule when it is balanced.
The procedure is repeated for a range of masses. Fig. 1.2(b) – (e) shows the rule when balanced
for values of m of 50 g, 60 g, 70 g and 80 g.
pivot
40 g 25 30 35 40 45 50
(a)
20 25 50 g 30 35 40 45 50
(b)
20 25 60 g
30 35 40 45 50
(c)
20 25 30 70 g 35 40 45 50
(d)
20 25 30 80
35 g 40 45 50
(e)
pivot
Fig. 1.2
© UCLES 2014 0625/06/SP/16

3
(a) (i) Use Fig. 1.2 to determine d, the distance between the mass and the pivot at balance, for
each value of m. Record your results in Table 1.1. [3]
Table 1.1
1 1
m/g d / cm
d cm
40
50
60
70
80
(ii) For each value of d, calculate 1 / d and record it in the table. [1]
(b) Describe one difficulty the student might have when carrying out this experiment, and how he
might overcome this difficulty.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
1 1
d cm
[4]

4
G = .......................................................... [1]
G
40.0
µ = ....................................................... g [1]
[Total: 12]
© UCLES 2014 0625/06/SP/16

5
BLANK PAGE

6
2 A student is investigating the effect of a layer of cotton wool on the cooling of a test-tube of water.
thermometer
water
test-tube
Fig. 2.1
(a) Record room temperature θ R, as shown on the thermometer in Fig. 2.2.
Fig. 2.2
θ R = ........................................................... [1]
(b) A student pours hot water into the test-tube until it is about two thirds full of water and places
the thermometer in the water.
She measures the initial temperature θ of the hot water and immediately starts a stopclock.
Suggest one precaution the student takes to make sure that her temperature reading is as
accurate as possible.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) The student records in Table 2.1 the time t and the temperature θ of the water every 30 s. She
removes the thermometer and pours away the water from the test-tube.
She then wraps cotton wool insulation around the test-tube and repeats the procedure.
Complete the time column and the column headings in Table 2.1.
© UCLES 2014 0625/06/SP/16

7
Table 2.1

t/
θ/ θ/
0 79 80
65 67
58 60
55 57
53 56
52 55
51 54
[1]
(d) Write a conclusion to this investigation, stating in which experiment the cooling is more rapid.
Explain your answer by reference to the readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(e) Discuss the quality of the results, and suggest two improvements to the experiment which
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]

8
(f) This experiment is being carried out by students in many different countries, using identical
apparatus.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
(g) Estimate the volume of water that a test-tube can hold.
volume = .......................................................... [1]
[Total: 12]
© UCLES 2014 0625/06/SP/16

9
BLANK PAGE

10
3 A student is investigating the effect of the length of resistance wire in a circuit on the potential
difference across a lamp.
(a) Fig. 3.1 shows the circuit without a voltmeter.

Complete the circuit diagram to show a voltmeter connected in the circuit to measure the
potential difference across the lamp. [2]
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) The student switches on and places the sliding contact C on the resistance wire at a distance
l = 0.200 m from end A.
The voltmeter reading is shown in Fig. 3.2.
0 2
Fig. 3.2
Record the voltmeter reading in Table 3.1.
© UCLES 2014 0625/06/SP/16

11
Table 3.1
l /m V/V
0.200
0.400 1.43
0.600 1.25
0.800 1.11
1.000 1.00
[1]
(c) The student repeats the procedure using a range of values of l. Table 3.1 shows the readings.
Use the results for the potential difference across the lamp to predict how increasing the
length l affects the brightness of the lamp.
.............................................................................................................................................. [1]
(d) The student suggests that the potential difference V across the lamp is directly proportional to
State whether you agree with this suggestion. Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) The student repeats the experiment.

Suggest a practical reason why the repeat readings may be slightly different from those
recorded in Table 3.1.
...................................................................................................................................................
.............................................................................................................................................. [1]
resistance wires.
.............................................................................................................................................. [1]
[Total: 8]

12
(a) Write a plan for the experiment, including:

explain your plan.
plastic bottle
water
Fig. 4.1
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
© UCLES 2014 0625/06/SP/16

13
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
(b) On Fig. 4.1, measure the angle through which the bottle has been tilted.
angle = ........................................................... [1]
[Total: 8]
© UCLES 2014 0625/06/SP/16

14
BLANK PAGE
© UCLES 2014 0625/06/SP/16

PHYSICS 0625/06
1 hour
MAXIMUM MARK: 40

2
clarification
response
NOT do not allow
© UCLES 2014 0625/06/SM/16

3
1 (a) table:
at least 2 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.5 cm
(accept values 50–d) [1]
rule readings subtracted from 50 cm [1]
all 5 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.2 cm [1]

difficulty obtaining balance as rule tips one way then the other
allow to tip one way then the other and take average
mass obscuring marks on rule

mark centre of the mass so it can be read against rule
mass sliding off rule

OR rule sliding off pivot
suitable means for preventing mass or rule sliding [max 2]
(c) graph:
(d) triangle method used and shown (any indication on graph) using at least half line
(can be seen in calculation) [1]
2 (a) 23 (°C) [1]
(b) any one from:

wait for thermometer reading to stop rising
eye level with top of (mercury) thread owtte
stir water [max 1]
(c) s, °C, °C, words or symbols AND

30, 60, 90, 120, 150, 180 [1]
(d) uninsulated (owtte) OR no significant difference [1]


4
(e) quality poor due to small temperature differences [1]

ensure initial temperatures are identical
use a lid
(f) any two from:

draughts/open windows
(g) 5–50 cm3 [1]

(b) table:
1.68 (V) [1]
(d) statement: no [1]

e.g. V / l not constant, as l increases V decreases, V does not double as l doubles [1]
(e) any one from:

NOT human error

© UCLES 2014 0625/06/SM/16

5
4 (a) apparatus:
instructions:

slowly
or any other suitable precaution which would improve accuracy of data [max 2]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately evenly
spaced [1]
graph:
(b) 20° [1]
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6
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© UCLES 2014 0625/06/SM/16

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
PHYSICS 0625/11
Paper 1 Multiple Choice May/June 2013
45 minutes
Soft clean eraser
*7627854085*
Soft pencil (type B or HB recommended)

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.
IB13 06_0625_11/4RP
2
1 The diagrams show the readings on a measuring cylinder before and after a small metal cube is
added.
cm3 cm3
10 10
9 9
8 8
7 7
6 6
5 5
4 4
water 3 3 metal cube
2 2
1 1
before after
How many more identical cubes can be added to the cylinder, without causing the water to
overflow? Do not include the cube already in the cylinder.
A 1 B 2 C 3 D 4
2 Which person is experiencing an acceleration?
A a driver of a car that is braking to stop at traffic lights

B a passenger in a train that is stationary in a railway station
C a shopper in a large store ascending an escalator (moving stairs) at a uniform rate
D a skydiver falling at constant speed towards the Earth
3 A car travels at various speeds during a short journey.
The table shows the distances travelled and the times taken during each of four stages
P, Q, R and S.
stage P Q R S
distance travelled / km 1.8 3.6 2.7 2.7

time taken / minutes 2 2 4 3
During which two stages is the car travelling at the same average speed?
A P and Q B P and S C Q and R D R and S
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3
4 Two blocks of metal X and Y hang from spring balances, as shown in the diagrams.
N N
0 0
1 1
2 2
3 3
4 4
5 5
X
Y
What does the diagram show about X and Y?
A They have the same mass and the same volume but different weights.
B They have the same mass and the same weight but different volumes.
C They have the same mass, the same volume and the same weight.
D They have the same weight and the same volume but different masses.
5 A 1 kg sample of aluminium is stored in a laboratory. In a different laboratory, in the same town,

there is a 1 kg sample of iron.
Which quantity must these two samples always have in common?
A the same density

B the same temperature
C the same volume
D the same weight
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4
6 A measuring cylinder has a mass of 120 g when empty.
When it contains 50 cm3 of a liquid, the total mass of the measuring cylinder and the liquid is
160 g.
40
A g / cm3
50
50
B g / cm3
40
120
C g / cm3
50
160
D g / cm3
50
7 A car moves along a level road.
The diagram shows all of the horizontal forces acting on the car.
800 N
air resistance
2000 N force
500 N from engine
friction
A The car is slowing down.

B The car is speeding up.
C The car is moving at a constant speed.
D The car is moving backwards.
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5
8 The diagram shows a force being applied to a lever to lift a heavy weight.
force
pivot lever
heavy weight
Which change would enable the heavy weight to be lifted with a smaller force?
A Move the force to the right.

B Move the heavy weight to the right.
C Move the force to the left.
D Move the pivot to the left.
9 The diagram shows a hydroelectric system.
reservoir
pipe
water
power
station
What are the main energy changes taking place?
A chemical energy → kinetic energy → electrical energy
B electrical energy → gravitational energy → kinetic energy
C gravitational energy → kinetic energy → electrical energy
D kinetic energy → electrical energy → gravitational energy

6
10 An escalator (moving stairs) and a lift (elevator) are both used to carry passengers from the same
underground railway platform up to street level.
escalator lift
The escalator takes 20 seconds to carry a man to street level. The useful work done is W. The
useful power developed is P. The lift takes 30 seconds to carry the same man to street level.
How much useful work is done by the lift, and how much useful power is developed by the lift?
useful work useful power

done by lift developed by lift
A more than W less than P

B more than W P
C W less than P
D W P
11 A man stands on the ground.
Which action will increase the pressure that the man exerts on the ground?
A The man slowly bends his knees.

B The man slowly lies down on the ground.
C The man slowly raises his arms.
D The man slowly raises one foot off the ground.
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7
12 The diagram shows a simple mercury barometer.
cm vacuum
90
80
metre rule 70
60
50
40
30
20
10
mercury
Which length is used to find the value of atmospheric pressure?
A 12 cm B 74 cm C 86 cm D 100 cm
13 A thermometer bulb is covered by a piece of damp absorbent cloth.
thermometer
damp cloth
air
bulb
Air at room temperature is blown across the damp cloth.
What happens to the thermometer reading?
A It remains constant.
B It rises.
C It rises then falls.
D It falls.

8
14 A gas storage tank has a fixed volume. The graph shows how the temperature of the gas in the
tank varies with time.
temperature
X Y time
At time Y, the gas molecules are
A closer together than at time X.

B hitting the sides of the tank harder than at time X.
C larger in size than at time X.
D moving more slowly than at time X.
15 The diagrams show four blocks of steel. The blocks are all drawn to the same scale.
The same quantity of thermal energy (heat) is given to each block.
Which block shows the greatest rise in temperature?
A B C D
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9
16 A mercury thermometer with no scale is taped to a ruler as shown.
When the thermometer is placed in steam, the mercury level rises to 22.0 cm.
When the thermometer is placed in pure melting ice, the mercury level falls to 2.0 cm.
cm
30
28
26
24
22 thermometer
20
18
ruler
16
14
12
10 mercury
8
6
4
2
0
Which temperature is shown by the mercury level in the diagram?
A 6 °C B 8 °C C 30 °C D 40 °C

10
17 The diagram shows the cross-section of a vacuum flask containing a hot liquid in a cold room.
X and Y are points on the inside surfaces of the walls of the flask.
cold room
X Y
hot liquid
vacuum
How is thermal energy transferred between X and Y?
A by conduction and convection

B by conduction only
C by radiation and convection
D by radiation only
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11
18 The diagram shows a refrigerator.
The cooling unit is placed at the top. The cooling unit cools the air near it.
cooling unit
What happens to the density of the air as it cools, and how does it move?
density of the air movement of the air
A decreases moves down

B decreases stays at the top
C increases moves down
D increases stays at the top
19 Visible light and γ-rays are both waves.
How may they correctly be described?
visible light γ-rays
A longitudinal longitudinal
B longitudinal transverse
C transverse longitudinal
D transverse transverse

12
20 The diagram represents a wave.
displacement
0
distance
X Y
How many wavelengths are there between X and Y?
A 2
3
B 1 C 1 21 D 3
21 Different parts of the electromagnetic spectrum are used for different purposes. Below are four
statements about parts of the spectrum.
statement 1: Infra-red waves are used in television remote controllers.

statement 2: Radio waves are used to transmit television pictures from satellites to Earth.
statement 3: Ultra-violet waves are used for intruder alarms.
statement 4: X-rays are used for security checks.
Which statements are correct?
A 1 and 2 B 1 and 4 C 2 and 3 D 3 and 4
22 Which diagram shows how a ray of light could pass through a glass block in air?
A B
glass glass
C D
glass glass
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13
23 Which diagram correctly represents rays of light passing through a converging lens in a camera?
A B
camera camera
object object
image image
lens lens
C D
camera camera
object object
image image
lens lens
24 The diagrams represent two sound waves. The scales in the two diagrams are the same.
displacement displacement
time time
sound wave 1 sound wave 2
Which statement describes the waves?
A The waves have different loudness and different pitch.

B The waves have different loudness but the same pitch.
C The waves have the same loudness and the same pitch.
D The waves have the same loudness but different pitch.

14
25 A student claps once when standing 100 m away from a large wall.
The speed of sound in air is 330 m / s.
How long after clapping does the student hear an echo?
A 0.30 s B 0.61 s C 1.7 s D 3.3 s
26 Which statement about magnetism is correct?
A Aluminium is a ferrous metal.

B A steel magnet can be demagnetised by heating it.
C The core of an electromagnet is usually made of steel.
D The magnetic field lines around a bar magnet are evenly spaced.
27 Two soft-iron rods are placed end to end inside a coil which is connected to a battery.
coil
soft-iron rod soft-iron rod
The connections from the battery to the coil are now reversed.
What happens to the soft-iron rods in each case?
battery connections battery connections

as shown reversed
A rods attract rods attract

B rods attract rods repel
C rods repel rods attract
D rods repel rods repel
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15
28 Three charged balls, P, Q and R are suspended by insulating threads. Ball P is negatively
charged.
Ball Q is brought close to ball P.
insulating thread
P – Q
Ball Q is now brought close to ball R.
Q R
What are the charges on ball Q and on ball R?
ball Q ball R
A positive positive
B positive negative
C negative positive
D negative negative

16
29 Which circuit could be used to determine the resistance of the resistor R?
A B
V A
R R
A
C D
V A
R R
V
30 Which copper wire would have the smallest resistance?
A a long, thick wire

B a long, thin wire
C a short, thick wire
D a short, thin wire
31 The diagram shows an electrical circuit.
L M
N
P O
Between which two points must a voltmeter be connected to find the potential difference across
the bell?
A L and M B M and N C N and O D O and P
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17
32 The reading on the ammeter in the circuit is 1.0 A.
A second ammeter is connected in the circuit. It also reads 1.0 A.
At which labelled point is it connected?
1.0 A A
A
D
B C
33 The circuit shows a battery and four lamps. All the lamps are lit.
One lamp fails and all the lamps go out.
Which lamp failed?
A
B
D
C
34 A desk lamp should have a 3 A fuse fitted, but a 13 A fuse has been fitted by mistake.
The lamp is not faulty.
The lamp is switched on. What happens?
A The fuse blows.

B The fuse does not blow but the lamp does not light.
C The lamp draws too much current and the supply cables could melt.
D The lamp works normally.

18
35 An electric current can produce a heating effect and a magnetic effect.
Which row shows the effect that a relay uses, together with one application of a relay?
effect used by a relay one application of a relay
A heating effect allowing a small current to switch on a large current

B heating effect changing the voltage of an alternating current
C magnetic effect allowing a small current to switch on a large current
D magnetic effect changing the voltage of an alternating current
36 The diagram shows a mains transformer that has an output voltage of 12 V.
coil with
1000 turns soft-iron core
240 V a.c. 12 V a.c.

input output
How many turns of wire are in the secondary coil?
A 12 B 20 C 50 D 20 000
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19
37 The diagram shows an experiment to demonstrate electromagnetic induction.
X
A
wire
N S
X and Y are joined, in turn, by four wires, each made of a different material.
Each wire is then moved quickly downwards between the magnets.
Which material will not give rise to an induced current in the wire?
A aluminium
B copper
C iron
D nylon
38 In a cathode-ray tube, particles are fired at a screen.
What are these particles?
A α-particles
B electrons
C neutrons
D protons

20
39 The graph shows how the count rate on a detector due to a radioactive source changes with time.
4800
count rate
counts per minute
2400
0
0 1 2 3 4 5
time / hours
What is the count rate at 5.0 hours?
A 960 counts per minute

B 600 counts per minute
C 150 counts per minute
D 0 counts per minute
40 The diagram represents a carbon atom.
––
––
key
neutron
+ + + proton
+ + – electron
+
+
––
What is the nucleon number (mass number) for this atom?
A 6 B 8 C 14 D 20
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
© UCLES 2013 0625/11/M/J/13

CAMBRIDGE INTERNATIONAL EXAMINATIONS
MARK SCHEME for the May/June 2013 series
0625 PHYSICS
0625/11 Paper 1 (Multiple Choice), maximum raw mark 40
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2013 0625 11
Question Question
Key Key
Number Number
1 B 21 B
2 A 22 A
3 B 23 A
4 B 24 D
5 D 25 B
6 A 26 B
7 B 27 A
8 C 28 C
9 C 29 B
10 C 30 C
11 D 31 D
12 B 32 D
13 D 33 A
14 B 34 D
15 A 35 C
16 C 36 C
17 D 37 D
18 C 38 B
19 D 39 C
20 C 40 C
© Cambridge International Examinations 2013

* 8 7 6 9 7 1 6 9 8 5 *
PHYSICS 0625/21
Paper 2 Core May/June 2013
1 hour 15 minutes
You may use a pencil for any diagrams or graphs.
For Examiner’s Use
Electronic calculators may be used. 1
You may lose marks if you do not show your working or if you do not use
appropriate units. 2
Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2).
3
The number of marks is given in brackets [ ] at the end of each question or 4
part question.
5
10
11
12
Total
DC (SJF/CGW) 58289/4
2
BLANK PAGE
© UCLES 2013 0625/21/M/J/13

3
1 Some liquid is poured into the measuring cylinder shown in Fig. 1.1. For
Examiner’s
Use
cm3
250
50
200
150
100
50
Fig. 1.1
(a) Use Fig. 1.1 to estimate the volume of the liquid.
volume = .......................................... cm3 [1]
(b) On the enlarged part of Fig. 1.1, draw the liquid level when another 25 cm3 of liquid
has been added to the measuring cylinder. [1]
(c) Explain why it would be more accurate to use a narrower measuring cylinder to measure
liquid volumes like that in Fig. 1.1.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 3]

4
2 (a) Fig. 2.1 shows a brick. For

Examiner’s
Use
Fig. 2.1
500 bricks like the one shown in Fig. 2.1 are stacked on a wooden platform, known as
a pallet. The pallet of bricks is to be loaded on to a lorry by means of a fork-lift truck, as
shown in Fig. 2.2.
fork-lift truck
bricks
pallet
Fig. 2.2
Each brick has a volume of 0.0012 m3 and is made of a material of density 2300 kg / m3.
(i) Calculate the mass of one brick.
mass = ........................................... kg [3]
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5
(ii) The fork-lift truck can safely lift a load of mass 2 tonnes (2000 kg). The wooden For
pallet has a mass of 100 kg. Examiner’s
Use
1. Calculate the total mass of the pallet and 500 bricks.
total mass = ................................................. kg
2. Is it safe for the fork-lift truck to lift the total mass of the pallet and 500 bricks?
yes
no
[3]
(b) The brick shown in Fig. 2.3 has the same dimensions as the brick in Fig. 2.1 and is
made of the same material. However, this brick has a hollow in one face.
hollow
Fig. 2.3
Complete the following sentences.
(i) The density of the brick in Fig. 2.3 is ……………………………………… the density
of the brick in Fig. 2.1, because ………………………………………………………….
………………………………………………………….…………………………………. .
(ii) The mass of the brick in Fig. 2.3 is ……………………………………… the mass of
the brick in Fig. 2.1.
[2]
[Total: 8]

6
3 Fig. 3.1 shows a man pulling a truck of logs at a constant speed along a level path from For
P to Q against a resistive (frictional) force. Examiner’s
Use
logs
truck
P Q
Fig. 3.1
(a) State the two quantities, and their units, that must be measured in order to calculate the
work done on the truck.
quantity unit
[2]
(b) State the additional quantity needed in order to calculate the useful power of the man.
...................................................................................................................................... [1]
(c) On another occasion, there is a smaller number of logs in the truck. The resistive force
on the truck is smaller when the truck is pulled from P to Q at the same speed as
before.
What effect does this have on
(i) the force exerted by the man,
..................................................................................................................................
(ii) the work done by the man,
..................................................................................................................................
(iii) the useful power of the man?
..................................................................................................................................
[3]
(d) What form of energy stored in his body does the man use to pull the truck of logs?
...................................................................................................................................... [1]
[Total: 7]
© UCLES 2013 0625/21/M/J/13

7
4 Fig. 4.1 shows a typical laboratory liquid-in-glass thermometer. For

Examiner’s
Use
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
Fig. 4.1
(a) Name a liquid that is likely to be used in this thermometer.
...................................................................................................................................... [1]
(b) What occupies the space in the tube, between the end of the liquid thread and the end
of the tube?
...................................................................................................................................... [1]
(c) On Fig. 4.1, clearly indicate and label
(i) the ice point,

(ii) the steam point.
[2]
(d) The thermometer is moved into a hotter place.
(i) State what happens to the position of the end of the liquid thread.
..................................................................................................................................
..................................................................................................................................
(ii) Explain why this happens.
..................................................................................................................................
..................................................................................................................................
[2]
[Total: 6]

8
5 A family goes on holiday in a car. To stop the journey being boring for the children, every half For
an hour they note down the distance they have travelled since they left home. They then plot Examiner’s
the graph shown in Fig. 5.1. Use
400
distance from 300

home / km
200
100
0
0 1 2 3 4 5 6
time since leaving home / hours
Fig. 5.1
The first half hour and the last half hour of their journey are on small roads. The rest of the
journey is on major roads.
Answer the following questions using information from Fig. 5.1.
(a) For how many hours were they travelling on major roads?
time = ........................................ hours [1]

(b) How far did they travel
(i) in total,
total distance = ................................................ km
(ii) on small roads,
distance on small roads = ................................................ km
(iii) on major roads?
distance on major roads = ................................................ km

[3]
© UCLES 2013 0625/21/M/J/13
9
(c) They had two refreshment stops whilst on the journey. For
Examiner’s
On Fig. 5.1, clearly mark where they had these stops. [1] Use
(d) Apart from the times when they stopped, during which section of the journey was their
speed slowest? Explain your answer.
section ..............................................................................................................................
explanation .......................................................................................................................
..........................................................................................................................................
[2]
(e) Calculate the average speed for the whole journey. Your answer must include the unit.
average speed = .................................................. [4]
[Total: 11]

10
6 A manometer is being used to measure the pressure of the gas in a container, as shown in For
Fig. 6.1. Examiner’s
Use
container of gas
3 cm
oil
(a) (b)
before after
Fig. 6.1
(a) The appearance of the oil in the manometer before connecting it to the container is
shown in Fig. 6.1(a).
Explain why the oil levels are the same in both limbs of the manometer.
..........................................................................................................................................
...................................................................................................................................... [1]
(b) Fig. 6.1(b) shows the oil levels after connecting to the container.
By how much does the gas pressure in the container differ from atmospheric pressure?
Tick one box.
3 cm of oil greater than atmospheric pressure
3 cm of oil less than atmospheric pressure
6 cm of oil greater than atmospheric pressure
6 cm of oil less than atmospheric pressure [1]
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11
(c) When the gas in the container is heated, the pressure rises. For
Examiner’s
(i) What happens to the oil level Use
1. in the left-hand limb, ..........................................................................................
2. in the right-hand limb? ......................................................................................

[1]
(ii) Explain, in terms of molecules, why the pressure of the gas rises when it is heated.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
[Total: 6]

12
7 The apparatus in Fig. 7.1 is producing a visible spectrum from a filament lamp (white light For
source). Examiner’s
Use
screen
glass
prism
glass
lens
Y
visible spectrum
filament lamp
(white light source)
Fig. 7.1
(a) Which two things is the lens in Fig. 7.1 doing to the light?
Tick two boxes.
refracting
reflecting
converging
diverging [2]
(b) Which two things is the prism in Fig. 7.1 doing to the light?
Tick two boxes.
diffracting
dispersing
focusing
refracting [2]
(c) Which colour light will be seen at point X, at the bottom edge of the visible spectrum?
...................................................................................................................................... [1]
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13
(d) A sensitive thermometer shows a small rise in temperature when held at point Y, just For
above the top edge of the visible spectrum. Examiner’s
Use
(i) Which type of electromagnetic radiation is the thermometer detecting?
..................................................................................................................................
(ii) Suggest why this radiation is present.
..................................................................................................................................
[2]
[Total: 7]

14
8 (a) Fig. 8.1 is a ray diagram of parallel rays passing through a lens. For
Examiner’s
Use
A B
P F
Fig. 8.1
(i) State the name given to point F.
..................................................................................................................................
(ii) Which distance is the focal length of the lens?
..................................................................................................................................
[2]
(b) Fig. 8.2 is another drawing of the same lens as in Fig. 8.1, with an object AX placed in
front of it.
A P F
Fig. 8.2
(i) On Fig. 8.2, draw two rays to locate the image of point X. Label this point Z.
(ii) On Fig. 8.2, draw in the image of AX, and label it “image”.
[4]
[Total: 6]
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15
9 (a) Which electrical quantity is described as “the flow of charge”? Tick one box. For
Examiner’s
current Use
electromotive force
potential difference
power
resistance [1]
(b) Fig. 9.1 shows a circuit in which switch S is open. The battery and ammeter have
resistances that can be ignored.
12 V
A
16 1 81
S
Fig. 9.1
(i) Switch S is closed.
Calculate
1. the combined resistance of the two resistors,
resistance = ............................................. Ω [2]

2. the reading on the ammeter. Include the unit.
ammeter reading = .................................................. [4]
(ii) Switch S is opened again.

State, including units,
1. the reading on the ammeter,
ammeter reading = .................................................. [1]
2. the potential difference across the battery.

potential difference = .................................................. [1]
[Total: 9]
16
10 The circuit for adjusting the brightness of the lamp in the display panel of a car is shown in For
Use
B
S
brightness
control
12 V
panel
lamp
Fig. 10.1
The brightness control is uniformly wound with resistance wire and has a sliding contact S.
(a) State the name of the component used as the brightness control.
...................................................................................................................................... [1]
(b) State the potential difference across the panel lamp when
(i) S is at end A, …………… V
(ii) S is at end B. …………… V

[2]
(c) Describe what happens to the brightness of the lamp as S is moved from A to B.
..........................................................................................................................................
...................................................................................................................................... [2]
[Total: 5]
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17
11 (a) Fig. 11.1 shows the cross-section of a horizontal wire carrying a current. The wire is For
positioned between the poles of a large horseshoe magnet. Examiner’s
Use
current-carrying
wire
S N
Fig. 11.1
The wire is perpendicular to the page and the direction of the current is into the page.
There is a force on the wire due to the current being in a magnetic field. This magnetic
force balances the weight of the wire.
In which direction is the magnetic force on the wire? Tick one box.
towards the N pole
towards the S pole
towards the top of the page
perpendicularly out of the page [1]

18
(b) Two pieces of bare wire are fixed to terminals on a wooden board. A third piece of bare For
wire X rests on the other two and is free to move. Examiner’s
Use
This is shown in Fig. 11.2.
fixed bare
wires X
Fig. 11.2
You are given a 6 V battery and a strong horseshoe magnet.
On Fig. 11.2, show how you would use the battery and the magnet to make X move
along the two fixed wires. [3]
[Total: 4]
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19
12 (a) Complete the table below. For

Examiner’s
In the centre column, state whether the particle is inside or outside the nucleus. Use
In the right-hand column, state whether the particle has a positive charge or a negative
charge or no charge.
particle position charge
proton [2]
electron [2]
neutron [2]
(b) Which of the particles in the above table
(i) is the same as a β-particle, ......................................................................................
(ii) makes up cathode rays? ..........................................................................................

[2]
[Total: 8]
© UCLES 2013 0625/21/M/J/13

20
BLANK PAGE
© UCLES 2013 0625/21/M/J/13

0625 PHYSICS
0625/21 Paper 2 (Core Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
NOTES ABOUT MARK SCHEME SYMBOLS & OTHER MATTERS
B marks are independent marks, which do not depend on any other marks. For a B mark to be
scored, the point to which it refers must actually be seen in the candidate's answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to
be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent A marks can be
scored.
C marks are compensatory method marks which can be scored even if the points to which they
refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it, e.g. if an equation carries a C mark and the
candidate does not write down the actual equation but does correct working which
shows he knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one of
the ways which allow a C mark to be scored.
c.a.o. means “correct answer only”.
e.c.f. means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
may be given marks indicated by e.c.f. provided his subsequent working is correct,
bearing in mind his earlier mistake. This prevents a candidate being penalised more than
once for a particular mistake, but only applies to marks annotated “e.c.f.”
e.e.o.o. means “each error or omission”.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
underlining indicates that this must be seen in the answer offered, or something very similar.
OR/or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit.
Significant figures
Answers are acceptable to any number of significant figures ≥ 2, except if specified
otherwise, or if only 1 sig.fig. is appropriate.
Units Incorrect units are not penalised, except where specified. More commonly, marks are
allocated for specific units.
Fractions These are only acceptable where specified.
Extras Ignore extras in answers if they are irrelevant; if they contradict an otherwise correct
response or are forbidden by mark scheme, use right + wrong = 0.
Ignore Indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
Not/NOT Indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.

1 (a) 15 ±1 (cm3) B1
(b) level shown at 40 ±1 cm3 OR 25 + candidate’s (a) ±1 cm3 on magnified figure B1
(c) idea of goes up further OR more sensitive

OR idea of small variations causing larger height differences B1
OR larger divisions / more gradations
[Total: 3]
2 (a) (i) D = M / V in any form OR D × V C1

2300 × 0.0012 C1
2.76 OR 2.8 (kg) A1
(ii) (mass of bricks =) 500 × 2.76 OR 500 × candidate’s (a)(i) C1

(total mass = ) 1480 OR e.c.f. candidate’s (a)(i) C1
yes / no ticked (expect yes), must be compatible with candidate’s total mass A1
(b) (i) the same because made of same material B1
(ii) less than OR equivalent answer B1

[Total: 8]
3 (a) (frictional/tension/applied) force and newton/N B1

distance and metre/m, centimetre/cm or correct metric unit B1
(b) time / speed B1
(c) (i) smaller / less / drops B1
(ii) smaller / less / drops B1
(iii) smaller / less / drops B1
(d) chemical B1
[Total: 7]
4 (a) mercury/Hg OR alcohol OR named alcohol e.g. ethanol B1
(b) vacuum OR nothing OR empty OR vapour B1
(c) ice point indicated and labelled at 0 °C B1

steam point indicated and labelled at 100 °C B1

(d) (i) moves to the right (or equivalent e.g. goes higher/up/rises) B1
(ii) liquid expands NOT thermometer/particles expands B1

[Total: 6]
5 (a) 4 (hours) OR 5 ½ / 5.5 (hours) / 5 hours 30 mins B1
(b) (i) 300 (km) B1
(ii) 30 (km) B1
(iii) 270 (km) e.c.f. (i) & (ii) B1
(c) 2 horizontal sections clearly indicated B1
(d) last section, however expressed e.g. after 6 hours B1

smallest slope OR smallest distance in ½ hour B1
(e) distance ÷ time C1

300 ÷ 6.5 C1
answer in range 46–46.2 A1
correct unit e.g. km / h B1
[Total: 11]
6 (a) same pressure B1
(b) 6 cm of oil greater B1
(c) (i) 1. falls / decreases / down

both needed B1
2. rises / increases / up
(ii) they move faster / more energetically o.w.t.t.e.

collisions more frequent/often or harder any 3 points B1 × 3
collisions with walls/container/sides
larger force (on wall/container)
[Total: 6]

7 (a) refracting, converging B2
(b) dispersing, refracting B2
(c) violet accept blue/purple/mauve/indigo B1
(d) (i) infra-red / IR B1
(ii) idea of lamp hot/emitting heat OR glass passes IR B1

[Total: 7]
8 (a) (i) principal focus / focal point / focus / focus point B1
(ii) PF B1
(b) (i) rays from top of object

ray parallel to axis, to lens centre and through F
ray to P and then straight on any 2 B1 × 2
ray through other f.p. and then parallel
Z labelled at intersection of rays (even if rays wrong) B1
(ii) correct inverted image drawn (condone no labelling) between candidate’s Z

and the axis and perpendicular to axis A1
(if no label, must be very clear what is image)
[Total: 6]
9 (a) current B1
(b) (i) 1. R1 + R2 OR 16 + 8 C1
24 (Ω) A1
2. V = I R in any form OR V / R C1
12 / 24 e.c.f. 1. C1
0.5 A1
A/amp/ampere(s) B1
(ii) 1. 0 OR zero/nothing (ignore any unit) B1
2. 12 V B1
[Total: 9]

10 (a) rheostat/potential divider/variable resistor/potentiometer/dimmer B1
(b) (i) 0 (V) OR zero OR nothing B1
(ii) 12 (V) B1
(c) idea of increasing brightness as S moves from A to B C1

appropriate correct comment on resistance or voltage A1
[Total: 5]
11 (a) towards top of page B1
(b) indication of battery connected correctly to the bare wires B1

magnet’s poles shown either side OR end OR above and below X C1
magnetic field clearly vertical and interact with conductor A1
[Total: 4]
12 (a) inside positive / + / +1 B1 + B1

outside negative/ – / –1 B1 + B1
inside no charge / nothing / neutral / 0 B1 + B1
(b) (i) electron B1
(ii) electron B1
[Total: 8]

* 6 4 2 2 8 5 0 7 8 5 *
PHYSICS 0625/31
Paper 3 Extended May/June 2013
1 hour 15 minutes
Answer all questions. For Examiner’s Use

You may lose marks if you do not show your working or if you do not use 1
appropriate units.
Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 2
At the end of the examination, fasten all your work securely together. 3
The number of marks is given in brackets [ ] at the end of each question or part
question. 4
10
11
Total
2
1 (a) Define density. For

Examiner’s
.......................................................................................................................................... Use
...................................................................................................................................... [1]
(b) The density of aluminium is 2.70 g / cm3. The thickness of a rectangular sheet of
aluminium foil varies, but is much less than 1 mm.
A student wishes to find the average thickness. She obtains the following measurements.
mass of sheet = 60.7 g

length of sheet = 50.0 cm
width of sheet = 30.0 cm
Calculate the student’s values for
(i) the volume of the sheet,
volume = .................................................. [2]
(ii) the average thickness of the sheet.
thickness = .................................................. [2]
(c) Another student, provided with a means of cutting the sheet, decides to find its average
thickness using a single measuring instrument. Assume the surfaces of the sheet are
perfectly smooth.
(i) Name a measuring instrument she could use.
.............................................................................................................................. [1]
© UCLES 2013 0625/31/M/J/13

3
(ii) Describe the procedure she should follow to obtain an accurate value of the For
average thickness of the sheet. Examiner’s
Use
Details of how to read the instrument are not required.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
[Total: 9]

4
2 (a) Underline the vectors in the following list of quantities. For

Examiner’s
density energy force mass velocity volume [2] Use
(b) A small metal ball is projected into the air with a velocity of 40 m / s vertically upwards.
The graph in Fig. 2.1 shows how the velocity changes with time until the ball reaches its
maximum height.
40
velocity
m/s
20
0
0 1.0 2.0 3.0 4.0 5.0 6.0
time / s
–20
–40
Fig. 2.1
Use the graph to find,
(i) the time at which the ball reaches its maximum height,
time = .................................................. [1]
(ii) the deceleration of the ball,
deceleration = .................................................. [2]
© UCLES 2013 0625/31/M/J/13

5
(iii) the maximum height reached by the ball. For

Examiner’s
Use
maximum height = .................................................. [2]
(c) On Fig. 2.1, add a line to the graph to show how the velocity of the ball changes after it
reaches its maximum height. Your line should extend to time 6.0 s. [1]
[Total: 8]

6
3 Fig. 3.1 shows the descent of a sky-diver from a stationary balloon. For
Examiner’s
Use
2000 m
sky-diver
parachute
500 m
Fig. 3.1 (not to scale)

The sky-diver steps from the balloon at a height of 2000 m and accelerates downwards.
His speed is 52 m / s at a height of 500 m.
He then opens his parachute. From 400 m to ground level, he falls at constant speed.
(a) The total mass of the sky-diver and his equipment is 92 kg.
(i) Calculate, for the sky-diver,
1. the loss of gravitational potential energy in the fall from 2000 m to 500 m,
loss of gravitational potential energy = .................................................. [2]

2. the kinetic energy at the height of 500 m.
kinetic energy = .................................................. [2]

© UCLES 2013 0625/31/M/J/13
7
(ii) The kinetic energy at 500 m is not equal to the loss of gravitational potential energy. For
Explain why there is a difference in the values. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(b) State
(i) what happens to the air resistance acting on the sky-diver during the fall from
2000 m to 500 m,
.............................................................................................................................. [1]
(ii) the value of the air resistance during the fall from 400 m to ground.
air resistance = .................................................. [1]
[Total: 7]

8
4 Fig. 4.1 shows a cross-section of a double-walled glass vacuum flask, containing a hot liquid. For
The surfaces of the two glass walls of the flask have shiny silvered coatings. Examiner’s
Use
silvered
surfaces
vacuum
hot liquid
Fig. 4.1
(a) Explain
(i) why the rate of loss of thermal energy through the walls of the flask by conduction
is very low,
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
(ii) why the rate of loss of thermal energy through the walls of the flask by radiation is
very low.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
© UCLES 2013 0625/31/M/J/13

9
(b) Suggest, with reasons, what must be added to the flask shown in Fig. 4.1 in order to For
keep the liquid hot. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 6]

10
5 (a) On a hot day, sweat forms on the surface of a person’s body and the sweat evaporates. For
Examiner’s
Explain, in terms of the behaviour of molecules, Use
(i) the process of evaporation,
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
(ii) how this process helps the body to cool down.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
(b) The temperature of a person of mass 60 kg falls from 37.2 °C to 36.7 °C.
(i) Calculate the thermal energy lost from the body. The average specific heat capacity
of the body is 4000 J / (kg °C).
thermal energy lost = .................................................. [2]
© UCLES 2013 0625/31/M/J/13

11
(ii) The cooling of the body was entirely due to the evaporation of sweat. For
Examiner’s
Calculate the mass of sweat which evaporated. The specific latent heat of Use
vaporisation of sweat is 2.4 × 106 J / kg.
mass = .................................................. [2]

[Total: 7]

12
6 (a) (i) Define pressure. For

Examiner’s
.............................................................................................................................. [1] Use
(ii) A closed box contains a gas.

Explain, in terms of molecules, how the gas exerts a pressure on the walls of the
box.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) Fig. 6.1 shows a flask connected to a pump and also to a manometer containing
mercury.
to pump
manometer
250 mm
flask
Fig. 6.1
The right-hand tube of the manometer is open to the atmosphere.
The pump has been operated so that the mercury levels differ, as shown, by 250 mm.
The density of mercury is 13 600 kg / m3.
(i) Calculate the pressure, in Pa, due to the 250 mm column of mercury.
pressure = .................................................. [2]
© UCLES 2013 0625/31/M/J/13

13
(ii) The pressure of the atmosphere is 1.02 × 105 Pa. For

Examiner’s
Calculate the pressure of the air in the flask. Use
pressure = .................................................. [1]
[Total: 7]

14
7 Fig. 7.1 shows the principal axis PQ of a converging lens and the centre line XY of the lens. For
Examiner’s
Use
P Q
Fig. 7.1
An object 2.0 cm high is placed 2.0 cm to the left of the lens. The converging lens has a
focal length of 3.0 cm.
© UCLES 2013 0625/31/M/J/13

15
(a) On Fig. 7.1, draw a full-scale diagram to find the distance of the image from the lens, For
and the height of the image. Examiner’s
Use
distance of image from the lens = ......................................................
height of image = ......................................................

[5]
(b) State and explain whether the image in (a) is real or virtual.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 6]

16
8 (a) State the range of frequencies of sound which can be heard by a healthy human ear. For
Examiner’s
...................................................................................................................................... [1] Use
(b) Compressions and rarefactions occur along the path of sound waves.
State, in terms of the behaviour of molecules, what is meant by
(i) a compression,
..................................................................................................................................
..................................................................................................................................
(ii) a rarefaction.
..................................................................................................................................
..................................................................................................................................
[2]
(c) State the effect on what is heard by a listener when there is
(i) an increase in the amplitude of a sound,
.............................................................................................................................. [1]
(ii) a decrease in the wavelength of a sound.
.............................................................................................................................. [1]
(d) A student carries out an experiment to find the speed of sound in air.
He stands facing a high cliff and shouts. He hears the echo 1.9 s later.
He then walks 250 m further away from the cliff and shouts again, hearing the echo 3.5 s
later.
Calculate the speed of sound given by this experiment.
speed = .................................................. [3]
[Total: 8]
© UCLES 2013 0625/31/M/J/13
17
9 Fig. 9.1 shows the circuit that operates the two headlights and the two sidelights of a car. For
Examiner’s
A Use
1
2
3
12 V 4.0 1 4.01 121 121
Fig. 9.1
Two of the lamps have resistances of 4.0 Ω when lit. The other two lamps have resistances of
12 Ω when lit. Switch A can be connected to positions 1, 2 or 3.
(a) State what happens when switch A is connected to
(i) position 1, .................................................................................................................
(ii) position 2, .................................................................................................................
(iii) position 3. .................................................................................................................

[1]
(b) (i) State the potential difference across each lamp when lit.
potential difference = .................................................. [1]
(ii) Calculate the current in each 12 Ω lamp when lit.
current = .................................................. [2]
(c) Show, with reasons for your answer, which type of lamp, 4.0 Ω or 12 Ω, has the higher
power.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 7]

18
10 (a) Fig. 10.1 shows the cross-section of a wire carrying a current into the plane of the paper. For
Examiner’s
Use
Fig. 10.1
On Fig. 10.1, sketch the magnetic field due to the current in the wire. The detail of your
sketch should suggest the variation in the strength of the field. Show the direction of the
field with arrows. [3]
(b) Fig. 10.2 shows part of a model of a d.c. motor.
S B
axis
A C
N
X
Y D
Fig. 10.2
A loop of wire ABCD is placed between the poles of a magnet. The loop is free to rotate
about the axis shown. There is a current in the loop in the direction indicated by the
arrows.
(i) On Fig. 10.2, draw arrows to show the directions of the forces acting on side AB
and on side CD of the loop. [1]
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19
(ii) With the loop in the position shown in Fig. 10.2, explain why the forces on AB and For
CD cause the loop to rotate about the axis. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(iii) The ends X and Y of the loop are connected to a battery using brushes and a split-
ring commutator.
State why a split-ring commutator is used.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 7]
Turn over for Question 11

20
11 (a) Complete the following statements. For

Examiner’s
(i) An α-particle consists of ......................................................................................... . Use
(ii) A β-particle consists of ........................................................................................... .

[3]
(b) As α-particles and β-particles pass through a gas, molecules of the gas become ionised.
Explain what is meant by the ionisation of a gas molecule.
..........................................................................................................................................
...................................................................................................................................... [1]
(c) Fig. 11.1 shows a beam of α-particles and a beam of β-particles in a vacuum. The
beams are about to enter a region in which a very strong magnetic field is acting. The
direction of the magnetic field is into the page.
_-particles
`-particles
uniform
magnetic field
Fig. 11.1
(i) Suggest why the paths of the particles in the magnetic field are curved.
.............................................................................................................................. [1]
(ii) Sketch the paths of both types of particle in the magnetic field. [3]
[Total: 8]
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/M/J/13

0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
M marks are method marks upon which further marks depend. For an M mark to be scored, the
point to which it refers must be seen in a candidate's answer. If a candidate fails to score
a particular M mark, then none of the dependent marks can be scored.
B marks are independent marks, which do not depend on other marks. For a B mark to be scored,
the point to which it refers must be seen specifically in the candidate’s answers.
A marks In general A marks are awarded for final answers to numerical questions.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and an
acceptable number of significant figures, all the marks for that question are normally
awarded.
It is very occasionally possible to arrive at a correct answer by an entirely wrong
approach. In these rare circumstances, do not award the A marks, but award C marks on
their merits. However, correct numerical answers with no working shown gain all the
marks available.
C marks are compensatory marks in general applicable to numerical questions. These can be
scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
e.e.o.o. means ‘each error or omission’.
o.w.t.t.e. means ‘or words to that effect’.
what we want, give credit. However, beware of and do not allow ambiguities, accidental
or deliberate: e.g. spelling which suggests confusion between reflection / refraction /
diffraction / thermistor / transistor / transformer.
applies.
Ignore Indicates that something which is not correct or irrelevant is to be disregarded and does
not cause a right plus wrong penalty.

e.c.f. meaning ‘error carried forward’ is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions.
This indicates that if a candidate has made an earlier mistake and has carried an
incorrect value forward to subsequent stages of working, marks indicated by ecf may be
awarded, provided the subsequent working is correct, bearing in mind the earlier
mistake. This prevents a candidate being penalised more than once for a particular
mistake, but only applies to marks annotated e.c.f.
Significant Figures
Answers are normally acceptable to any number of significant figures ù 2. Accept
answers that round to give the correct answer to 2 s.f. Any exceptions to this general rule
will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from a final answer that would
otherwise gain all the marks available for that answer: maximum 1 per question.
Arithmetic errors
Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one.
Transcription errors
Deduct one mark if the only error in arriving at a final answer is because given or
previously calculated data has clearly been misread but used correctly.
Fractions e.g. ½, ¼, 1/10 etc. are only acceptable where specified.

1 (a) (density =) mass/volume OR mass per unit volume

OR m/V with symbols explained B1
(b) (i) (vol =) mass/density OR 60.7/2.70 C1

= 22.48 cm3 to 2 or more sig. figs A1
(ii) V = A × (average) thickness OR thickness = V/A

OR 22.48 / (50 × 30) C1
0.01499 cm to 2 or more sig. figs. e.c.f. (b)(i) A1
(c) (i) micrometer/screw gauge / (vernier/digital) callipers B1
(ii) check zero of device used / cut sheet into several pieces / detail of how to use
device / fold sheet B1
measure thickness of sheet in different places

OR measure thickness of several pieces together B1
calculate/obtain average thickness OR divide answer by number of measurements/
pieces/places B1
[Total 9]
2 (a) underline or circle force B1

underline or circle velocity B1
(b) (i) 4.07 – 4.1 (s) B1
(ii) (v – u)/t OR ∆v/t OR in words OR use of 40 ÷ (ans. to (b)(i))

OR other correct values from graph C1
answer between 9.7 and 10 m/s2 or m/s/s A1
(iii) area under graph OR ½ (u + v)t OR ½ × 40 × (ans. to (b)(i)) C1

OR s = ut + ½at2 OR v2 = u2 + 2as OR numbers substituted
82 m A1
(c) graph continues in straight line to 6 s B1
[Total 8]

3 (a) (i) 1. (loss of P.E. =) mgh OR 92 × 10 × 1500 C1

1.38 × 106 J A1
correct use of mgh with h = 500 or 2000 gains 1 mark only
(ii) 2. (K.E. =) ½ mv2 OR ½ × 92 × 522 C1

1.244 × 105 J at least 2 sig. figs A1
(a) (ii) difference is due to:

(work done in overcoming) air resistance/drag
OR energy converted to/lost as heat (by air resistance/drag) B1
(b) (i) increases B1
(ii) 920 N B1
[Total 7]
4 (a) (i) mention of vacuum OR glass is a poor conductor

OR vacuum/gap between walls has no molecules/atoms/particles B1
(ii) surface/silver (of walls) is good reflector/poor absorber (of radiation) B1

surface/silver (of walls) is poor emitter (of radiation) B1
(b) add a stopper/lid/bung/cover/top to reduce/prevent (loss of heat by) convection/ M1

conduction/radiation/evaporation OR to prevent steam/hot vapour leaving B1
made of insulator OR example of insulator to reduce/prevent (loss of heat by)

convection/radiation/evaporation OR to prevent steam/hot air leaving B1
[Total 6]
5 (a) (i) and (ii) marked together to maximum of 3 marks

(i) molecules escape/leave the liquid/form gas or vapour B1
(ii) evaporation OR heat/(thermal) energy needed for evaporation leaves sweat cooler B1
fast(er) molecules/high(er) energy molecules escape
OR slow(er) molecules left behind B1
heat flows from body to warm the sweat (so body cools) B1
(b) (i) (Q =) mc∆θ OR mcT OR 60 × 4000 × 0.50 C1

1.2 × 105 J / 120 kJ A1
(ii) Q = mL in any form OR (m =) Q/L OR either with numbers C1

(m = 1.2 × 105 / 2.4 × 106 =) 0.05 kg e.c.f from (b)(i) A1
[Total 7]

6 (a) (i) (pressure =) force/area OR force per unit area OR (P =) F/A with symbols
explained B1
(ii) molecules collide with/hit walls/surface (of box) B1

molecule(s) exert force on wall B1
pressure is total force / force of all molecules divided by (total) area of wall B1
(b) (i) (P =) hρg OR in words OR 0.25 × 13 600 × 10 C1

34 000 Pa OR N/m2 A1
allow 1 mark for h = 250 used and 3.4 × 107 Pa obtained
(ii) (P = 1.02 × 105 – 34 000)

68 000 Pa or N/m2 B1
e.c.f. from (b)(i) only if (b)(i) is less than 1.02 × 105
[Total 7]
7 (a) two of:

ray through centre of lens undeviated
ray parallel to axis refracted to right hand focus B2
rays through left hand focus refracted parallel to axis
rays extrapolated to a point B1
accuracy marks: image 6 cm from lens B1

image 6 cm high B1
(b) image is virtual/not real AND

cannot be seen on screen OR no rays come from (position of) image B1
[Total 6]

8 (a) 15–25 Hz to 15 000–25 000 Hz / 15–25 kHz B1
(b) (i) (region) where air layers/molecules/particles are pushed together/moved together/
closer (than normal)
OR (region) where (air) pressure raised/air (more) compressed/more dense B1
(ii) (region) where air layers/molecules are pushed apart/far(ther) apart (than normal)
OR (region) where (air) pressure reduced/air expanded B1
(c) (i) (sound is) loud(er) OR volume (of sound is) increased B1
(ii) sound has a higher frequency/pitch OR higher note (heard) B1
(d) 3.5 – 1.9 OR 1.6 (s) seen OR v = 2d /1.9 C1

250 × 2 OR 500 (m) seen OR v = (2d + 500)/3.5 C1
(speed = 500 / 1.6 =) 312.5 m / s at least 2 sig. figs A1
[Total 8]
9 (a) (i) all lamps off
(ii) 12 Ω lamps (only) on B1
(iii) 4 Ω lamps (only) on
(b) (i) 12 V B1
(ii) I = V/R in any form OR V/R OR 12/12 C1

1.0 A OR 1 A A1
e.c.f. from (b)(i)
(c) current in 4 Ω lamp = 3 (A) (current in 12 Ω lamp is in (b)(ii)) C1

(P =) IV OR I 2R C1
(P =) 36 W for 4 Ω lamp; P = 12 W for 12 Ω lamp A1
e.c.f. from (b)(ii)
OR
(P =) V2/R (C1)
(P =) 122/4 = 36 W for 4 Ω lamp OR 122/12 = 12 W for 12 Ω lamp (C1)
(P =) 122/4 = 36 W for 4 Ω lamp AND 122/12 = 12 W for 12 Ω lamp (A1)
OR
(P =) V2/R (B1)
Same V for all lamps (M1)
4 Ω lamp has higher power / 12 Ω has lower power (A1)
[Total 7]

10 (a) at least 3 concentric circles centred on wire B1

arrows clockwise on each circle / at least one circle B1
spacing of circles increasing as radius increases B1
(b) (i) arrow pointing down on side AB, up on side CD B1
(ii) forces on AB and CD are opposite OR up and down and separated / not in same
line (so cause rotation)
OR have moments in same sense / direction
OR cause couple / torque B1
(iii) to reverse current in loop or keep current in AB or CD in the same direction

OR keep current on side near a pole in the same direction when (plane of) coil is
vertical
OR every half turn
OR when AB and CD swap sides B1
so that:
rotation continues (in same direction)
OR so that rotation doesn’t reverse its direction
OR to maintain sense/direction of moments/couple
OR coil turns more than half a revolution B1
[Total 7]
11 (a) (i) 2 protons B1

2 neutrons B1
(ii) a (fast moving) electron B1
(b) electron/electrons removed from/gained by the molecule B1
(c) (i) force because particle is charged

OR the force on the particles is perpendicular to their paths
OR direction of force changes as direction of motion changes B1
(ii) α-particle curve up the page in at least half of width of field B1
β-particle curve opposite to α-particle curve OR down page if α line has no B1

curvature anywhere
smaller radius of β path clear B1
[Total 8]

PHYSICS 0625/51
Paper 5 Practical Test May/June 2013
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 3 0 5 5 2 8 5 9 4 9 *
candidates either directly or indirectly.
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: [email protected],
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
DC (RW/CGW) 58675/3
2
Instructions for preparing apparatus
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
Number of sets of apparatus
As a minimum, the number of sets of apparatus provided should be N / 4, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
Centres may find it more convenient and easier to administer if N / 3 sets (plus one or two ‘spares’) of
apparatus are provided.
The order in which a given candidate attempts the four questions is immaterial.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
The following regulations must be strictly adhered to.
(i) No hint may be announced to the candidates as a whole.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
It is suggested that the following announcement be made to the candidates.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2013 0625/51/CI/M/J/13
3
1 Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Rectangular, transparent glass or Perspex block 10 cm × 6 cm × 1.5 cm or similar size.
(ii) Protractor (candidates may use their own).
(iii) Paper towel (candidates will tip the block over during the experiment. The paper towel is to
prevent damage to the block). See note 1.
(iv) Board (optional). See note 2.
Notes
1. The paper towel should be taped to the bench as shown in Fig. 1.1.
tape tape
paper towel bench
Fig. 1.1
2. If the bench has a rounded edge, the paper towel should be taped to a board with a flat edge.
Action at changeover
None.
© UCLES 2013 0625/51/CI/M/J/13 [Turn over

4
2 Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Thermometer, – 10 °C to 110 °C, graduated in 1 °C intervals.
(ii) 250 cm3 beaker, with the 200 cm3 level clearly marked and labelled.
(iii) Clamp, boss and stand.
(iv) Stopclock, stopwatch or wall-mounted clock showing seconds. Candidates will be required
to take readings at 30 s intervals. They may use their own wristwatch facility if they wish. The
question will refer to a stopclock.
(v) Supply of hot water (see notes 1 and 2).
(vi) Supply of paper towels to mop up any spillages of water.
(vii) 30 cm ruler, graduated in mm (candidates may use their own).
Notes
1. The hot water is to be supplied for each candidate by the Supervisor. The candidates will be
required to refill the beaker with 200 cm3 of hot water during the experiment. The water should be
maintained at a temperature as hot as is reasonably possible.
2. Candidates should be warned of the dangers of burns or scalds when using very hot water.
3. The clamp, boss and stand are to be set up with the thermometer held in the clamp. The candidates
must be able easily and safely to read temperatures up to 100 °C and to move the thermometer in
and out of the water without the danger of the beaker tipping. The candidates must be able easily
and safely to remove the thermometer from the clamp.
Replace the thermometer in the clamp. Empty the beaker. Check the supply of hot water.
© UCLES 2013 0625/51/CI/M/J/13

5
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are using a power supply with
a variable output voltage, the voltage setting should be set by the Supervisor and fixed (e.g.
taped).
(ii) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V (see note 2).
(iii) Ammeter capable of measuring the current in the circuit shown in Fig. 3.1 with a minimum
precision of 0.02 A (see note 2).
(iv) Switch. The switch may be an integral part of the power supply.
(v) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg), taped to a metre rule only between the 3 cm and
7 cm marks and between the 93 cm and 97 cm marks. The end of the wire at the zero end of
the rule is to be labelled A, the other end is to be labelled B.
(vi) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
metre rule so that connections can be made to the circuit shown in Fig. 3.1.
(vii) Sliding contact, labelled C. This may be a jockey or a small screwdriver connected to a lead
by means of a crocodile clip.
(viii) Sufficient connecting leads to set up the circuit shown in Fig. 3.1.
Notes
1. The circuit is to be set up for the candidates as shown in Fig. 3.1.
power
supply
A B
C
resistance wire
taped to a
metre rule
V
Fig. 3.1
2. Either analogue or digital meters would be suitable. Any variable settings should be set by the
Supervisor and fixed (e.g. taped).
Check that the circuit is set up as shown in Fig. 3.1.

6
(i) Plane mirror with a suitable holder (see note 1).
(ii) Sheet of plain A4 paper with a hole in one corner (one per candidate). Some spare sheets
should be available.
(iii) 4 optics pins.
(iv) Pin board (e.g. a cork mat), A4 size or larger.
(v) Protractor (candidates may use their own).
(vi) 30 cm ruler, graduated in mm (candidates may use their own).
(vii) Treasury tag or string (to be used by the candidate to tie the ray-trace sheet into the question
paper, one per candidate).
Notes
1. The mirror should be capable of standing vertically with one edge on the sheet of paper.
Supply a sheet of plain paper, as in (ii) above. Supply a treasury tag or string, as in (vii) above.
© UCLES 2013 0625/51/CI/M/J/13

7
0625/51
This form must be completed and returned with the scripts.
REPORT ON PRACTICAL PHYSICS
(IGCSE MAY/JUNE 2013)
General
The Supervisor is required to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(a) difficulties due to faulty apparatus;
(b) accidents to apparatus or materials;
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
(d) any help given to a candidate.
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
The space below can be used for this, or it may be on separate paper.

8
Information required (cont.)
A list by name and candidate number of candidates requiring help, with details of the help provided.
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
SIGNED ...................................................... SIGNED ...........................................................

Supervisor Person responsible for preparing the apparatus
© UCLES 2013 0625/51/CI/M/J/13

* 1 5 5 2 3 1 5 1 9 6 *
PHYSICS 0625/51
1 hour 15 minutes
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
You may use a pencil for any diagrams, graphs or rough working.

Total
DC (RW/CGW) 58672/4
2
1 The aim of this experiment is to investigate the stability of a block. For

Examiner’s
Carry out the following instructions referring to Figs. 1.1, 1.2 and 1.3. Use
d
A B
D C
Fig. 1.1 Fig. 1.2
(a) Measure and record the height h, width w and depth d of your transparent block.
h = ......................................................
w = ......................................................
d = ......................................................
[2]
© UCLES 2013 0625/51/M/J/13

3
(b) Place the block in the space below with the smallest face in contact with the paper. For
Carefully draw round the outline, as shown in Fig. 1.2. Remove the block from the paper. Examiner’s
Use
(i) Label the corners of your outline A, B, C and D, as shown in Fig. 1.2.
(ii) On your diagram, draw a line AC.
(iii) Measure and record the angle α between lines AD and AC.
α = .................................................. [1]

4
(c) Place the block on the paper towel at the edge of the bench, as shown in Fig. 1.3. For
Examiner’s
Use
A B paper towel
0
10 2
0 30
40
50
60
C
70
80 90 100 110
D
12
01
30
14
protractor 160
50
01
bench
180
170
Fig. 1.3
(i) Hold the protractor next to face ABCD of the block as shown in Fig. 1.3. Gently
push the top of the block (as indicated in Fig. 1.3) until the block tips over.
(ii) Record the angle θ, between side BC of the block and the vertical line on the
protractor, when the block just starts to tip over.
θ = .................................................. [1]
(iii) Repeat steps (i) and (ii) a suitable number of times for this experiment. Record the
readings in the space below.
[2]
(iv) Calculate the average θav of all your values for θ. Show your working. Give your
value of θav to a suitable number of significant figures for this experiment.
θav = .................................................. [2]
© UCLES 2013 0625/51/M/J/13

5
(d) A student suggests that θav should be equal to α. For

Examiner’s
State whether your results support this suggestion. Justify your statement by reference Use
to your results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 10]

6
2 In this experiment, you will investigate the scale of a thermometer. For

Examiner’s
Carry out the following instructions, referring to Figs. 2.1 and 2.2. Use
(a) Record the value of room temperature θR shown on the thermometer.
θR = .................................................. [1]
(b) You are provided with a supply of hot water. Pour 200 cm3 of hot water into the beaker.
Place the thermometer into the beaker of hot water, as shown in Fig. 2.1.
thermometer
water
Fig. 2.1
(c) (i) When the thermometer reading stops rising, measure the temperature θ of the
water in the beaker and immediately start the stopclock. Record θ in Table 2.1 at
time t = 0 s.
(ii) Record in the table the time t and the temperature θ of the water every 30 s until
you have a total of seven readings. [3]
Table 2.1
t/ θ/ d/
© UCLES 2013 0625/51/M/J/13

7
(d) Remove the thermometer from the beaker and the clamp. For
Examiner’s
(i) Measure and record in the table the distance d from the bottom end of your Use
thermometer to the position of the first temperature reading in the table. Fig. 2.2
shows a measurement of d being made for a temperature of 81 °C. You must use
your own temperature reading and thermometer.
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.2
(ii) Measure d for all the other temperature readings. Record your values in the table.
[1]
(iii) Complete the column headings in the table. [1]
Question 2 continues on the next page.

8
(e) A student carried out this experiment and plotted a graph of θ against d. A sketch of the For
graph obtained is shown in Fig. 2.3. Examiner’s
Use
80
Ƨ / °C
0
0 d / cm
Fig. 2.3
(i) Explain how the graph line shows that θ is not directly proportional to d.
..................................................................................................................................
..................................................................................................................................
(ii) Suggest why, when θ = 0 °C, the value of d is not zero.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[2]
(iii) Describe briefly the method you would use to determine, as accurately as possible,
the distance between the 1 °C marks on the thermometer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 10]
© UCLES 2013 0625/51/M/J/13

9
BLANK PAGE

10
3 In this experiment, you will investigate the resistance of a wire. For

Examiner’s
The circuit shown in Fig. 3.1 has been set up for you. Use
power
supply
A
x
A B
C
resistance wire
Fig. 3.1
(a) (i) Switch on. Measure, and record in Table 3.1, the current I in the circuit and the
potential difference V across a length x = 10.0 cm of the wire AB. Switch off.
V
(ii) Calculate the resistance R of 10.0 cm of the wire AB, using the equation R = .
I
Record this value of R in the table.
(iii) Complete the column headings in the table.
(iv) Repeat steps (i) and (ii) with values of x equal to 30.0 cm, 50.0 cm, 70.0 cm and
90.0 cm.
Table 3.1
x/ V/ I/ R/
10.0
30.0
50.0
70.0
90.0
[3]
© UCLES 2013 0625/51/M/J/13

11
(b) Plot a graph of V / V (y-axis) against R / Ω (x-axis). For

Examiner’s
Use
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = .................................................. [3]
[Total: 10]

12
4 In this experiment, you will investigate the position of the image in a plane mirror. For
Examiner’s
Carry out the following instructions referring to Fig. 4.1. Use
hole
B
M R
P2
L
P1
ray-trace sheet eye
Fig. 4.1
© UCLES 2013 0625/51/M/J/13

13
(a) Draw a line 10.0 cm long near the middle of the ray-trace sheet. Label the line MR. Draw For
a normal to this line that passes through its centre. Label the normal NL. Label the point Examiner’s
at which NL crosses MR with the letter B. Use
(b) Draw a line 8.0 cm long from B at an angle of incidence i = 30° to the normal below MR
and to the left of the normal. Label the end of this line A.
(c) Place a pin P1 on line AB at a distance 7.0 cm from B.
(d) Place a pin P2 on line AB at a distance 1.0 cm from B.
(e) Place the reflecting face of the mirror vertically on the line MR.
(f) View the images of pins 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 pins P3 and P4, and the images of
P2 and P1, all appear exactly one behind the other. Label the positions of P3 and P4.
(g) Remove the pins and the mirror and draw the line joining the positions of P3 and P4.
Continue the line until it crosses MR and extends at least 8.0 cm beyond MR.
(h) Replace pin P1 on line AB in the same position as in (c), at a distance 7.0 cm from B.
(i) Place pin P2 1.0 cm to the right of its position in part (d).
(j) Repeat the steps in parts (e) to (g).
(k) Label with a Y the point where the two lines beyond MR cross.
(l) (i) Draw a line from P1 to MR that meets MR at a right angle. Measure and record the
length a of this line.
a = ......................................................
(ii) Draw a line from the point labelled Y to MR that meets MR at a right angle. Measure
and record the length b of this line.
b = ......................................................
[2]
(m) A student suggests that the length a should be equal to the length b.
State whether your results support this suggestion. Justify your statement by reference
to your results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]

14
(n) Suggest a precaution that you took, when placing the pins, in order to obtain reliable For
results. Examiner’s
Use
..........................................................................................................................................
...................................................................................................................................... [1]
Tie your ray-trace sheet into this Booklet between pages 12 and 13. [5]
[Total: 10]
© UCLES 2013 0625/51/M/J/13

15
BLANK PAGE
© UCLES 2013 0625/51/M/J/13

16
BLANK PAGE
© UCLES 2013 0625/51/M/J/13

0625 PHYSICS
0625/51 Paper 5 (Practical), maximum raw mark 40
1 (a) h, w and d recorded [1]

all given to same correct unit [1]
(b) α correct to ± 1(o) [1]
(c) first θ recorded (< 45o) [1]

at least one more θ [1]
additional θ recorded [1]
method for finding average θ correct [1]
correct average given to nearest 0.5o or 1o with unit [1]
(d) correct statement for results (expect Yes) [1]

idea of within (or beyond) experimental accuracy [1]
[Total: 10]
2 (a) sensible value for θR [1]
table:
s, oC, cm or mm [1]
correct t values 0, 30, 60, 90, 120, 150, 180 [1]
temperatures decreasing [1]
evidence of temperatures to at least 1 oC [1]
d values realistic and relating to temperatures [1]
(e) (i) does not go through the origin [1]
(ii) d not measured from 0 oC mark o.w.t.t.e. [1]
(iii) use at least 0–100 on scale [1]

division by appropriate number from scale [1]
[Total: 10]

3 (a) table:
all V to at least 1 d.p. and < 3 V [1]
all I to at least 2 d.p. and < 1 A [1]
R values correct [1]
(b) graph:
axes correctly labelled [1]
suitable scales [1]
all plots correct to ½ small square [1]
good line judgement AND thin, continuous line [1]
(c) triangle method shown [1]

using at least half of line [1]
G and measured I values to within 10% of each other [1]
[Total: 10]
4 ray trace:
normal drawn at centre of MR [1]
incident ray at 30o (± 1o) [1]
first P3P4 at least 5 cm apart [1]
reflected rays in correct positions and neat [1]
construction lines to X correct [1]
(l) lines correctly drawn [1]

a and b correct measurements to ±0.1 cm [1]
(m) statement matches results (expect Yes) [1]

(n) any one from:

making sure pins are vertical
align pins by viewing bases of pins
pins as far apart as possible (>5 cm) [1]
[Total: 10]

* 4 0 4 0 0 9 7 1 0 7 *
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2013
1 hour

Total
DC (RW/CGW) 58670/3
2
1 The IGCSE class is investigating the stability of a block of wood. For

Examiner’s
Figs. 1.1 and 1.2 show the dimensions of the block. Use
d
A B
D C
Fig. 1.1 Fig. 1.2
(a) (i) On Figs. 1.1 and 1.2, measure the height h, width w and depth d of the block.
h = ......................................................
w = ......................................................
d = ......................................................
[2]
(ii) On Fig. 1.2, draw the line AC. [1]
(iii) Measure and record the angle α between lines AD and AC.
α = .................................................. [1]
© UCLES 2013 0625/61/M/J/13

3
(b) A student places the block on the edge of the bench, as shown in Fig. 1.3. For
Examiner’s
Use
A B
0
10 2
0 30
40
50
60
C
70
80 90 100 110
D
12
01
30
14
protractor 160
50
01
bench
180
170
Fig. 1.3
He holds the protractor next to face ABCD of the block, as shown in Fig. 1.3. He gently
pushes the top of the block (as indicated in Fig. 1.3) so that the block tips over.
He records the angle θ between side BC of the block and the vertical line on the
protractor. The angle θ is when the block just tips over. He repeats this procedure a
suitable number of times.
Suggest the number of measurements of θ that you think would be suitable for this
experiment.
number = .................................................. [1]
(c) The student calculates the average value θav of all his values for θ.
20°
θav = ......................................................
He suggests that θav should be equal to α. State whether the results support this
suggestion. Justify your statement by reference to the results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 7]

4
2 The IGCSE class is investigating the scale of a thermometer. For

Examiner’s
(a) Record room temperature θR as shown on the thermometer in Fig. 2.1. Use
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.1
θR = .................................................. [1]
A student pours hot water into a beaker. She measures the temperature θ of the water
in the beaker every 30 s. The readings are shown in Table 2.1.
Table 2.1
t/ θ/ d/
0 80
30 74
60 69
90 65
120 63
150 61
180 60
(b) (i) Using Fig. 2.2, measure, and record in the table, the distance d from the end of the
thermometer to the position of the liquid in the thermometer at the first temperature
reading in the table.
d
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.2
(ii) Repeat the measurement in (b)(i) for all the other temperature readings. [2]
(iii) Complete the column headings in the table. [1]
© UCLES 2013 0625/61/M/J/13

5
(c) The student plotted a graph of θ against d. A sketch of the graph obtained is shown in For
Use
80
Ƨ / °C
0
0 d / cm
Fig. 2.3
(i) Explain how the graph line shows that θ is not directly proportional to d.
..................................................................................................................................
.............................................................................................................................. [1]
(ii) Suggest why, when θ = 0 °C, the value of d is not zero.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[1]
(d) Determine, as accurately as possible, the distance x between the 1 °C marks on the
thermometer shown in Fig. 2.2. Show your working.
x = .................................................. [3]
[Total: 9]
6
3 The IGCSE class is investigating the resistance of a wire. For

Examiner’s
The circuit used is shown in Fig. 3.1. Use
power
supply
A
x
A B
C
resistance wire
Fig. 3.1
A student moves contact C to give a range of values of the length x. For each length x, the
current I and potential difference V are measured and recorded in Table 3.1.
(a) (i) Calculate the resistance R of 10.0 cm of the resistance wire using the equation
V
R = . Record this value of R in the table.
I
(ii) Repeat step (i) for each of the other values of x.
(iii) Complete the column headings in the table.
Table 3.1
x/ V/ I/ R/
10.0 0.20 0.33
30.0 0.60 0.33
50.0 1.01 0.32
70.0 1.41 0.33
90.0 1.81 0.33
[3]
© UCLES 2013 0625/61/M/J/13

7
(b) Plot a graph of V / V (y-axis) against R / Ω (x-axis). For

Examiner’s
Use
[5]
G = .................................................. [3]
[Total: 11]

8
4 The IGCSE class is investigating the position of the image in a plane mirror. For
Examiner’s
A student’s ray-trace sheet is shown in Fig. 4.1. Use
B
M R
P2 P3 C
L
P4 D
P1
ray-trace sheet eye
Fig. 4.1
© UCLES 2013 0625/61/M/J/13

9
The line MR shows the position of a plane mirror. NL is the normal at the centre of the mirror. For
Examiner’s
AB marks the position of an incident ray. Use
The student pushes two pins, P1 and P2 into this line. She views the images of pins P1 and
P2 from the direction indicated by the eye in Fig. 4.1.
She places two pins P3 and P4 some distance apart so that pins P4 and P3, and the images
of P2 and of P1, all appear exactly one behind the other. The positions of P3 and P4 are
labelled.
(a) Draw in the line joining the positions of P3 and P4. Continue the line until it crosses MR
and extends at least 8.0 cm beyond MR. [1]
(b) The student repeats the procedure without moving pin P1 but using a different angle of
incidence. On Fig. 4.1, the new positions of pins P3 and P4 are marked C and D.
(i) Draw in the line joining the positions C and D. Continue the line until it extends at
least 8.0 cm beyond MR.
(ii) Label with a Y the point where the two lines beyond MR cross. [1]
(c) (i) Draw a line from P1 to MR that meets MR at a right angle. Measure and record the
length a of this line.
a = ......................................................
(ii) Draw a line from the point labelled Y to MR that meets MR at a right angle. Measure
and record the length b of this line.
b = ......................................................
[2]
(d) A student suggests that the length of a should equal the length of b.
State whether your results support this suggestion. Justify your statement by reference
to your results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
(e) Suggest a precaution that you would take, when placing the pins, in order to obtain
reliable results.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 7]

10
5 The IGCSE class is determining the mass of a load X using a balancing method. For
Examiner’s
Fig. 5.1 shows the apparatus. Use
mass m d 50.0 cm mark load X
pivot metre rule

bench
90.0 cm
mark
Fig. 5.1
The centre of the load X is fixed at the 90.0 cm mark on the rule.
A student uses a range of values of the mass m and determines the distance d from the
pivot where the mass must be placed to balance the rule.
The readings are shown in Table 5.1.
Table 5.1
m/g d / cm
40 30.2
50 23.9
60 20.0
70 17.1
80 15.1
(a) Calculate the distance x between the centre of the load X and the centre of the rule.
x = .................................................. [1]
(b) Suggest a reason for the student using a range of m values.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2013 0625/61/M/J/13

11
(c) Using each set of readings and the value of x, the student calculates values for the For
mass of the load X. Examiner’s
Use
He writes his results: 30.2 g, 29.875 g, 30 g, 29.925 g, 30.2 g.
Use these results to calculate an average value for the mass of X and give it to a suitable
number of significant figures for this type of experiment.
average value for the mass of X = .................................................. [2]
(d) This type of balancing experiment is difficult to carry out.
Suggest one practical difficulty and one way to try to overcome the difficulty. You may
draw a diagram, if you wish.
practical difficulty .............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
way to overcome the difficulty
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 6]
© UCLES 2013 0625/61/M/J/13

12
BLANK PAGE
© UCLES 2013 0625/61/M/J/13

0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
1 (a) 9.7, 5.7, 2.0 (accept 2) or 97, 57, 20 [1]

all given to correct unit [1]
line AC drawn correctly, corner to corner [1]
α = 18 – 20° [1]
(b) number from 3 to 20 with no unit [1]
(c) correct statement for results (expect Yes) [1]

[Total: 7]
2 (a) θR = 23(°C) [1]
(b) table:
d values 11.9, 11.3, 10.8, 10.4, 10.2, 10.0, 9.9 [1]
all d values to nearest mm [1]
s, oC, cm or mm [1]
(c) (i) does not go through the origin [1]
(ii) d not measured from 0 oC mark (o.w.t.t.e.) [1]
(d) any l divided by any number of divisions [1]

l value between 89 and 119 [1]
x = 0.98 mm to 1.00 mm (with unit) [1]
[Total: 9]
3 (a) table:
R values correct 0.61, 1.82, 3.16, 4.27, 5.48 [1]
all R values to 2 or 3 significant figures [1]
cm, V, A, Ω [1]
(b) graph:
suitable scales [1]
good line judgement [1]
single, thin, continuous line [1]
(c) triangle method shown on graph [1]

using at least half of line [1]
G = 0.31to 0.35 2 or 3 significant figures [1]
[Total: 11]

4 on ray trace:
one line drawn accurately through P3P4 or CD [1]
both lines in correct place, neat, thin and intersecting [1]
normals Y to MR and P1 to MR correct [1]
b = 55 – 65 (mm) [1]
(d) statement matches results (expect Yes) [1]

(e) any one from:

large spaces between pins
make sure pins are vertical
observe bases of pins [1]
[Total: 7]
5 (a) 40.0 or 40(cm) [1]
(b) accuracy / reliability / check readings / spot anomaly / o.w.t.t.e. [1]
(c) correct method used [1]

30 or 30.0(g) [1]
(d) rule never quite balances, o.w.t.t.e. [1]

take average position / nearest to balance, o.w.t.t.e. [1]
[Total: 6]

PHYSICS 0625/11
Paper 1 Multiple Choice October/November 2013
45 minutes
Soft clean eraser
*8694020048*

IB13 11_0625_11/5RP
2
1 A student uses a ruler to measure the length and the width of a small rectangular metal plate.
metal plate
length width
0 1 2 3 4 5 0 1 2 3 4 5
cm cm
What is the area of the plate?
A 14.0 cm2 B 14.7 cm2 C 16.0 cm2 D 16.8 cm2
2 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 PQ B QR C RS D ST
3 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

3
4 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
5 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
B decreases stays the same
C stays the same decreases
D stays the same stays the same
6 Four rectangular blocks, P, Q, R and S are shown. Each block is labelled with its size and its
mass.
P Q
2.0 cm 10 g 2.0 cm 10 g
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 P and Q B P and R C Q and R D R and S
© UCLES 2013 0625/11/O/N/13 [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?
A mass, motion and shape

B mass, motion and size
C mass, shape and size
D motion, shape and size
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?
A 500 N downwards
B 500 N upwards
C 6500 N downwards
D 6500 N upwards
9 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.
sharp point flat end
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

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 fresh salt salt

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?
average speed of the

escaping molecules
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

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 copper
pin pin pin pin

A B C 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 0.63 Hz C 1.6 Hz D 40 Hz
21 The table gives common uses for three types of electromagnetic wave.
Which row correctly identifies the waves?
terrestrial television television remote

satellite television
(not satellite) 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?
angle P compared with

name of angle P
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

10
23 Which diagram shows how an image of an object is formed on a screen by a converging lens?
A B
2 × focal length 2 × focal length
object object
screen screen
C D
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 B I=V×R C R=V×I D V=I×R

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 D
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

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.
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

14
34 The diagram shows the connections to an electric heater. Three fuses have been added to the
circuit.
heating element
plastic
fuse 1 case
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
B at the same speed
N S
C moving a magnet away from a fixed coil
N S
D moving a coil away from a fixed magnet
© UCLES 2013 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 number of turns

on primary coil NP on secondary coil NS
A 50 1000
B 240 48 000
C 480 24
D 2000 100

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?

17 17 18 35
A 18 X B 35 X C 17 X D 17 X
© UCLES 2013 0625/11/O/N/13

MARK SCHEME for the October/November 2013 series
0625 PHYSICS
0625/11 (Multiple Choice), maximum raw mark 40
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
IGCSE – October/November 2013 0625 11
Question Question
Key Key
Number Number
1 B 21 B
2 C 22 B
3 A 23 C
4 D 24 A
5 A 25 C
6 B 26 C
7 D 27 B
8 B 28 D
9 B 29 D
10 D 30 B
11 C 31 C
12 A 32 C
13 A 33 A
14 C 34 C
15 B 35 B
16 B 36 A
17 D 37 A
18 C 38 D
19 B 39 A
20 C 40 D

* 5 3 1 0 3 5 8 7 6 4 *
PHYSICS 0625/21
Paper 2 Core October/November 2013
1 hour 15 minutes

DC (NH/SW) 64825/7
2
1 A wind turbine can be seen through the window of the IGCSE Physics class laboratory, as For
shown in Fig. 1.1. Examiner’s
Use
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 reset stop

60
55 5
50 minutes 10
hand
45 15
seconds
40 hand 20
35 25
30
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

3
(b) Later in the day, the blades of the wind turbine are found to take 15 s to rotate once. For
Examiner’s
The tip of the blade travels in a circle of circumference 75 m. Use
Calculate the average speed of the tip of the blade.
average speed = .......................................... m / s [3]
[Total: 7]

4
2 (a) The mass of 35 cm3 of mercury is measured as 476 g. For

Examiner’s
Calculate the density of mercury. Give the unit. Use
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]

6
4 (a) State what is meant by the frequency of the vibration of a vibrating object. For
Examiner’s
.......................................................................................................................................... Use
...................................................................................................................................... [2]
(b) Fig. 4.1 shows a tuning fork. Its frequency is indicated by the number on the handle.
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

7
5 The apparatus in Fig. 5.1 is used to investigate temperature rise when some water is heated. For
Examiner’s
+ Use
–
lagging 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]

8
6 (a) A ray of red light passes through a rectangular glass block, as shown in Fig. 6.1. For
Examiner’s
A Use
45°
glass block
B
26°
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

9
(b) A ray of blue light is directed into a glass prism, as shown in Fig. 6.2. For
Examiner’s
screen Use
air air
no
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]

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 image distance

greater than object less than object
distance 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 For
magnetic field pattern around the bar magnet. The needle is a small, freely-pivoted magnet. Examiner’s
Use
N 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.
attracted by repelled by
type of metal no effect
magnet magnet
gold ✓
aluminium
copper
iron
steel
[4]
[Total: 8]

12
9 Fig. 9.1 shows a series circuit. The resistances of the ammeter and of the battery may be For
ignored. Examiner’s
Use
6.0 V
reading
A
250 mA
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]
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13
(d) A resistor R is connected in parallel with component X. For

Examiner’s
State what effect, if any, this has on Use
(i) the total resistance of the circuit,
..................................................................................................................................
(ii) the reading on the ammeter,
..................................................................................................................................
(iii) the current in component X.
..................................................................................................................................
[3]
[Total: 11]

14
10 The transformer in Fig. 10.1 is to be connected to a circuit containing two electric motors. For
Examiner’s
240 V Use
primary secondary
coil coil
4800 turns
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

15
11 A radiation detector is used to monitor the radiation from a radioactive source. A ratemeter For
records the number of counts per minute. 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
300 230 184 142 108 92 74 60 50 42
counts / min
count rate due to source
280 164 88 54 40 30 22
counts / min
(i) The bottom row gives the count rate due only to the source.
Fill in the missing values. [1]
(ii) 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.

16
212
12 (a) How many protons are in the nucleus of an atom of 84Po? ............................ [1] For
Examiner’s
212 Use
(b) How many neutrons are in the nucleus of an atom of 84Po? .......................... [1]
212
(c) (i) How many electrons are in a neutral atom of 84Po? ...............................
(ii) 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 X 4
84Po Y Pb + 2α
Deduce the values of X and Y.
X = ..........................
Y = ..........................
[2]
[Total: 6]
© UCLES 2013 0625/21/O/N/13

0625 PHYSICS
components.
scored.
o.w.t.t.e. means “or words to that effect”.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
Underlining indicates that this must be seen in the answer offered, or something very similar.
Significant figures
Answers are acceptable to any number of significant figures ≥ 2, except if specified
otherwise, or if only 1 sig. fig. is appropriate.
Ignore indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
Not/NOT indicates that an incorrect answer is not to be disregarded, but cancels another
applies.

1 (a) (i) 7 minutes 20 seconds B1
(ii) 440 (s) C1

division by 40 C1
11 (s) A1
(b) (speed =) distance/time in any form C1

75/15 C1
5 (m / s) A1
Note: 6.8 (m / s) gains 2 marks as correctly using time 11(s) from (a)
[Total: 7]
2 (a) (D = ) mass/volume C1
476/35 C1
13.6 OR 13 600 A1
g / cm3 OR kg / m3 B1
note: if value calculated, unit must agree with value)
(b) top box ticked (mass of water is less than mass of mercury) B1
(c) (i) middle box ticked (stays the same) B1
(ii) top box ticked (decreases) B1
[Total: 7]
3 (a) turning effect OR force x distance (between force and pivot) B1
(b) (i) equal (magnitude) accept the same size/balanced B1

note: no turning effect is insufficient
opposite direction B1
note: CW moment = ACW moment scores both marks
(ii) 1. at pivot (however expressed) e.g. idea of where plank in contact with log B1
2. upwards accept up, vertically is insufficient B1
[Total: 5]

4 (a) number of (complete) vibrations/oscillations/waves M1

per second/unit time A1
note: rate of oscillations/vibrations scores both marks
(b) (i) particles/air/solid vibrates/is moved OR prongs push/collide with air molecules B1
reference to/idea of (sound) waves B1
idea of pressure/longitudinal/compressions/rarefactions (transmitted through air) B1
(ii) amplitude decreases o.w.t.t.e. e.g. smaller vibration of prongs B1

NOT slower vibrations / frequency decreases / less vibrations
(iii) pitch C1
lower pitch / octave lower ignore lower/less sound NOT louder/quieter A1
[Total: 8]
5 (a) thermometer B1
(b) reduce heat loss/transfer B1

accept keeps heat in/insulates
(c) balance OR scales, condone scale / weighing machine, accept measuring cylinder B1
find mass of empty beaker/container/apparatus, accept measure volume of water B1
find mass of beaker/container/apparatus + water, accept look up density of water B1
subtract the two masses, accept use M = D x V B1
note: allow weight/weigh instead of mass, ignore if subtraction gives negative mass
(d) bubbles (ignore “of air”)

(water) vapour accept “steam” or equivalent
temperature/thermometer reading stops rising any 2 B2
level of water decreases ignore evaporation
[Total: 8]
6 (a) (i) refraction

accept refracted ray, ignore bends B1
(ii) 45 (°) condone no/incorrect unit B1
(b) (i) refracted down at first surface B1

refracted down at 2nd surface B1
(ii) X marked above point where candidate’s blue light hits screen B1
[Total: 5]

7 (a) (i) focal length indicated ± 0.2 cm B1
(ii) either principal focus clearly indicated B1
(b) diminished B1
inverted B1
image distance less B1
(c) any correct ray with appropriate refraction either at centre line or at both surfaces B1
[Total: 6]
8 (a) clockwise from top:
right B1
left B1
right OR accept left if top compass is left B1
sloping away from letter N any angle from up to B1
(b) no effect B1
no effect B1
attracts B1
attracts B1
[Total: 8]
9 (a) resistor B1
(b) (i) 6.0 V OR 6 V, unity penalty applies B1
(ii) 6.0 V OR 6 V, unity penalty applies unless penalised in (i), no e.c.f. from (i) B1
(iii) 250 mA OR 0.25 A, unit penalty applies unless penalised in (i) or (ii) B1
(c) (R =) V/I C1
6/0.25 OR 6/250 C1
24 OR 0.024 A1
Ω OR ohm(s) OR kΩ (note: if value calculated, unit must agree with value) B1

(d) (i) decreases B1
(ii) increases B1
(iii) unchanged B1
accept no effect/none
[Total: 11]
10 (a) motors correctly connected in parallel across output B1
(b) V1/V2 = N1/N2 in any form C1

suitable substitution e.g. 18/240 = N1/4800 C1
360 A1
(c) will run at reduced speed NOT will not work B1

accept will work/turn slowly
[Total: 5]
11 (a) (i) 210 and 122 and 72 B1
(ii) 40–60 (s) C1

45–55 (s) A1
(b) background (radiation) OR any suitable example of background radiation B1

accept radiation in the environment
[Total: 4]
12 (a) 84 B1
(b) 128 B1
(c) (i) 84 or candidate’s (a) B1
(ii) orbits OR shells OR outside nucleus B1
(d) 208 B1
82 B1
[Total: 6]

* 1 1 3 6 9 7 5 0 6 8 *
PHYSICS 0625/31
Paper 3 Extended October/November 2013
1 hour 15 minutes

DC (NF/SW) 65162/6
2
1 (a) State Hooke’s law. For

Examiner’s
.......................................................................................................................................... Use
..................................................................................................................................... [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 80
x / mm
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

3
(iii) The limit of proportionality of the spring is reached at an extension of 50 mm. For
Examiner’s
Continue the graph in Fig. 1.1 to suggest how the spring behaves when the Use
stretching force is increased to values above 125 N. [1]
(iv) 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]

4
2 A train has a total mass of 7.5 × 105 kg. For

Examiner’s
(a) The train accelerates from rest at a constant rate along a straight, horizontal track. Use
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

5
(ii) The train begins to travel up a slope. For

Examiner’s
Explain why the power of the train’s engine must be increased to maintain the Use
speed of 24 m / s.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
[Total: 9]

6
3 (a) (i) Write down the names of three man-made devices in everyday use that depend, For
for their action, upon the moments of forces. Examiner’s
Use
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

7
(b) Fig. 3.2 shows a uniform rod PQ, supported at its centre and held in a horizontal position. For
The length of PQ is 1.00 m. Examiner’s
Use
1.00 m
0.30 m
P Q
12 N S
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]

8
4 (a) State the energy changes that take place when For
Examiner’s
(i) a cyclist rides down a hill without pedalling, Use
..................................................................................................................................
..................................................................................................................................
(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
The copper sheet is very hot and placed in a vertical position, as shown as in Fig. 5.1. Use
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]
10
6 (a) Complete the following statements by writing appropriate words in the spaces. For
Examiner’s
The pressure of a gas in a sealed container is caused by the collisions of Use
...................................... 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 Fig. 6.2
(i) 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 For
volume of the bottle was 250 cm3. 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]

12
7 (a) Fig. 7.1 shows the surface of water in a tank. For

Examiner’s
Use
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]
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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.
frequency = .................................................. [3]
[Total: 7]

14
8 (a) Describe an experiment that shows how a magnet can be used to produce a current in For
a solenoid by electromagnetic induction. Sketch and label the arrangement of apparatus Examiner’s
you would use. 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

15
(ii) Tick the box next to the correct description of the current in S. For
Examiner’s
higher frequency a.c. Use
same frequency a.c.
lower frequency a.c.
rectified d.c.
constant d.c. [1]
(iii) 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]

16
9 (a) State the relationship between For

Examiner’s
(i) the resistance R and the length L of a wire of constant cross-sectional area, Use
..................................................................................................................................
(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
Fig. 9.1
Calculate the current in the filament.
current = .................................................. [2]
© UCLES 2013 0625/31/O/N/13

17
(c) Lamp Y has a filament made of the same metal as the filament of lamp X in (b). For
Examiner’s
This filament has half the length and one-third of the cross-sectional area of the filament Use
of X.
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]

18
10 (a) Fig. 10.1 shows an electron beam travelling, in a vacuum, towards the space between a For
pair of oppositely-charged parallel plates. Examiner’s
Use
+ + + + + + + + + +
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

19
(ii) The spot on the screen takes 1.0 ms to move 1.0 cm horizontally. For
Examiner’s
From Fig. 10.2, determine the time for 1 cycle of the waveform on the screen, and Use
use this time to find the frequency of the alternating voltage.
frequency = .................................................. [3]
[Total: 6]

20
11 (a) Describe the action of For

Examiner’s
(i) a NOT gate, Use
............................................................................................................................. [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
P
lamp
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]
© UCLES 2013 0625/31/O/N/13

0625 PHYSICS
components.
NOTES ABOUT MARK SCHEME SYMBOLS AND OTHER MATTERS
point to which it refers must be seen in a candidate's answer. If a candidate fails to
score a particular M mark, then none of the dependent marks can be scored.
B marks are independent marks, which do not depend on other marks. For a B mark to be
scored, the point to which it refers must be seen specifically in the candidate’s answer.
A marks In general A marks are awarded for final answers to numerical questions. If a final
numerical answer, eligible for A marks, is correct, with the correct unit and an acceptable
number of significant figures, all the marks for that question are
normally awarded. It is very occasionally possible to arrive at a correct answer by an
entirely wrong approach. In these rare circumstances, do not award the A marks, but
award C marks on their merits. However, correct numerical answers with no working
shown gain all the marks available.
clarify the mark scheme, but the marks do not depend on seeing the words or units
in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
e.e.o.o. means "each error or omission".
Spelling Be generous about spelling and use of English. However, do not allow ambiguities, e.g.
spelling which suggests confusion between reflection/refraction/diffraction/thermistor/
transistor/transformer.
otherwise correct alternative offered by the candidate i.e. right plus wrong
penalty applies.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and does
e.c.f. means “error carried forward”. This is mainly applicable to numerical questions, but may
occasionally be applied in non-numerical questions if specified in the mark scheme. This
indicates that if a candidate has made an earlier mistake and has carried an incorrect
value forward to subsequent stages of working, marks indicated by e.c.f. may be
awarded, provided the subsequent working is correct.

Significant Figures
Answers are normally acceptable to any number of significant figures ≥ 2. Any
exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise
gain all the marks available for that answer: maximum 1 per question.
Arithmetic errors
Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic
one.
Deduct one mark if the only error in arriving at a final answer is because given or
previously calculated data has clearly been misread but used correctly.
Fractions Only accept these where specified in the mark scheme.

1 (a) extension (of spring) proportional to load / force (applied)

OR load / force (applied) proportional to extension
OR force = constant × extension
OR extension = constant × force
OR F = kx in any form with symbols explained B1
(b) (i) graph is through the origin AND is a straight line / has a constant gradient B1
(ii) F = kx in any form OR (k =) F/x C1

use of a point anywhere on graph e.g. 50 / 20 C1
2.5 N / mm OR 2500 N / m A1
(iii) from 50 mm extension, graph curves with no negative gradient B1
(iv) straight line through origin with smaller gradient than graph shown finishing
at more than 50 mm B1
[Total: 7]
2 (a) (i) v = u + at OR (a =) (v – u) / t OR 24 = a × 60 OR 24 / 60 C1
0.4(0) m / s2 A1
(ii) (F =) ma OR 7.5 × 105 × 0.40 C1

300 000 N OR 300 kN A1
(b) (i) in words or symbols (P =) W / t OR F x d / t OR Fv

OR 7.2 × 104 × 24 / 1 OR OR 7.2 × 104 × 24 C1
1.7 × 106 W A1
(ii) gravitational/potential energy of train has to be increased

OR force acts down the slope / backward force acts (on train) B1
(for the same distance moved) more work done has to be done OR energy
has to be provided (by the engine) B1
in the same time (so needs more power) B1
[Total: 9]
3 (a) (i) 3 appropriate examples: e.g. spanner, scissors, tap etc. –1e.e.o.o. B2
(ii) there is a resultant force OR more force down than up B1

there is a resultant moment OR clockwise moment is not equal to
anticlockwise moment B1
(b) (i) F × 0.5 = 12 × 0.3 C1

7.2 N A1
(ii) weight has no moment about centre of rod / has no perpendicular distance
from centre of rod
OR weight acts at centre of rod / pivot / centre of mass B1
[Total: 7]

4 (a) (i) (gravitational) potential energy to kinetic energy B1
(ii) chemical energy to (gravitational) potential energy B1
reference in (i) or (ii) to heat / thermal / internal energy produced OR work

done against air resistance or friction B1
(b) (i) (K.E. =) ½mv2 OR 0.5 × 940 × 162 C1

1.2 × 105 J A1
(ii) in words or symbols Q = mcθ OR θ = Q/mc C1

1.203 × 105 = 4.5 × 520 × θ OR θ = 1.203 × 105 / (4.5 × 520) C1
51 oC or K A1
[Total: 8]
5 (a) (i) heated air / warm air rises / moves up (not sideways) B1
(ii) air (between plate and hands) is a poor conductor / does not conduct B1
(b) left hand / palm (facing matt black side gets hotter)
OR hand facing matt black side (gets hotter) B1
matt black side is a better emitter / radiator (of heat than shiny side) B1
(c) conduction takes place B1

copper a good conductor / conduction is rapid / heat flows to equalise temperature B1
[Total: 6]
6 (a) molecules OR atoms OR particles

speed OR velocity OR kinetic energy
molecules OR atoms OR particles
(Surface) area B2
any four correct gains 2 marks, two or three correct gains 1 mark
(b) (i) (when cap is screwed on) at top of mountain:

pressure of air in bottle = the low pressure of the air outside
OR is less than pressure at bottom of mountain
OR is low B1
(at bottom of mountain) bottle collapses because pressure outside (bottle) is

greater than pressure inside B1
(ii) Boyle’s law applies OR PV = constant OR P1V1 = P2V2 C1

9.2 × 104 × V = 4.8 × 104 × 250 C1
130 cm3 A1
[Total: 7]

7 (a) (i) diffraction B1
(ii) waves travel slow(er) / water is shallow(er) B1
(iii) angular spread of wavefronts increases o.w.t.t.e.

OR amplitude of waves is smaller B1
(b) (i) oscillation / up and down motion (of rope) is at right angles to the direction of
the wave
OR motion of rope / particles is at right angles to the direction of the wave B1
(ii) λ = 2.4 / 2 = 1.2 m C1

v = fλ in any form OR (f =) v/λ OR 3.2 / 1.2 C1
2.7 Hz A1
OR
t = 2.4 / 3.2 (C1)
f = 2 × 3.2 / 2.4 (C1)
2.7 Hz (A1)
[Total: 7]
8 (a) circuit with solenoid AND galvanometer or ammeter or voltmeter B1
magnet labelled OR poles shown, with any orientation, near solenoid OR inside
solenoid B1
appropriate action described e.g. move magnet / solenoid B1
(b) (i) magnetic field (in core) M1

(magnetic field is) alternating / changing / reversing A1
(ii) same frequency a.c. ticked B1
(iii) VS/VP = NS / NP in any form OR (VS =) 12 × 200 / 50 OR 48 (V) C1

VS IS = VPIP in any form OR with numbers C1
(IS =) 12 × 0.50/48 = 0.12 A OR 0.13 A A1
OR
IS / IP = NP / NS in any form (C2)
(IS =) 0.5 × 50/200 = 0.12 A OR 0.13 A (A1)
[Total: 9]
9 (a)(i)(ii) R ∝ L in words or symbols
(ii) AND R ∝ 1 / A in words or symbols B1
(b) P = IV OR (I =) P / V OR 60 / 230 C1
0.26 A A1

(c) length change divides resistance by 2 / multiplies current by 2 C1

cross-section change multiplies resistance by 3 / divides current by 3 C1
(overall) resistance of Y is 3/2 times bigger / 3/2 × 885 Ω / 1327 Ω
OR current in Y 2/3 of 0.26 A = 0.17 A C1
current in Y / Current in X = 2/3 A1
[Total: 7]
10 (a) between plates path curves upwards continuously B1

continuation in straight line in space beyond plates B1
(b) (i) in range 7.0 to 7.5 V B1
(ii) use of the number 4 (as a distance or a time) C1

f = 1/T OR ¼ OR 1/0.004 but NOT if f = v/λ used C1
250 Hz A1
[Total: 6]
11 (a) (i) input high / on / 1, output low / off / 0

input low / off / 0, output high / on / 1
OR reverses / inverts state of input OR output opposite to input B1
(a) (ii) resistance changes as temperature changes B1
(i) at low temperature resistance of thermistor is high

OR when temperature falls resistance of thermistor rises B1
p.d. across thermistor is high OR p.d. across R is low B1
(voltage) input to gate is low B1
output of gate is high (and warning light is on) B1
(ii) changes the temperature / set value at which the lamp comes on B1
[Total: 7]

PHYSICS 0625/51
Paper 5 Practical Test October/November 2013
* 9 6 9 6 6 0 8 4 9 8 *
by phone: +44 1223 553554,
by fax: +44 1223 553558,
DC (LEG/SW) 65808/3
2
the apparatus.
© UCLES 2013 0625/51/CI/O/N/13
3
(i) Expendable spring, approximately 55 mm length × 15 mm diameter, capable of supporting

at least 500 g without overstretching (e.g. Philip Harris expendable steel spring B8G87194,
www.philipharris.co.uk). See notes 1 and 3.
(ii) Metre rule.
(iii) Forcemeter with 0 – 10 N scale (See note 2).
(iv) Mass of at least 700 g. A 1 kg mass is suitable (See note 1).
(v) Clamp, boss and stand (See note 3).
(vi) String (See note 1).
Notes
1. One end of the spring must be attached to the mass, using a short length of string.
2. The apparatus is to be set up as shown in Fig. 1.1. The forcemeter should be hung on the clamp.
Zero the forcemeter before hanging it on the clamp.
3. The stand must be sufficiently tall to hold the forcemeter with the spring, loaded with a 500 g mass,
hanging from the forcemeter, with the mass just above the bench level. A shorter spring may be
substituted if necessary.
clamp
forcemeter
spring
mass
bench
Fig. 1.1
Check that the apparatus is set up ready for the next candidate, as shown in Fig 1.1.
© UCLES 2013 0625/51/CI/O/N/13 [Turn over

4
(i) Thermometer, –10 °C to 110 °C, graduated in 1 °C intervals.
(ii) 250 cm3 beaker, containing 250 cm3 of hot water (see note 2).
(iii) Clamp, boss and stand.
(v) Supply of paper towels to mop up any spillages of water.
Notes
1. The beaker of hot water, thermometer, clamp, boss, and stand are to be set up for the candidates
as shown in Fig. 2.1.
thermometer
stand
beaker
hot water
Fig. 2.1
2. The hot water is to be supplied for each candidate by the Supervisor. The water temperature
should be between 80 °C and 100 °C.
3. Candidates should be warned of the dangers of burns and scalds when using very hot water.
4. The candidates must be able easily and safely to move the thermometer in and out of the water. It
must be possible to clamp the thermometer both horizontally and vertically.
Empty the beaker. Refill the beaker with hot water. Return the thermometer to the vertical position, as
shown in Fig. 2.1.
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5
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are provided with a power supply
with a variable output voltage, the voltage setting should be set by the Supervisor and fixed
(e.g. taped).
(ii) Three similar lamps in suitable holders. Any low voltage lamps will suffice, provided that they
glow when connected as shown in Fig. 3.1.
(iii) Switch. The switch may be an integral part of the power source.
(iv) Ammeter capable of reading up to 1.0 A with a minimum precision of 0.05 A.
(v) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 3.1, with two spare leads.
Notes
1. The components are to be connected by the Supervisor as shown in Fig. 3.1.
power
supply
A
lamp 1 lamp 2 lamp 3
Fig. 3.1
2. The lamps are to be labelled ‘lamp 1’, ‘lamp 2’ and ‘lamp 3’.
3. The candidates will be required to rearrange the circuit. The circuit should be arranged so that this
can be done without difficulty.
Reconnect the circuit as shown in Fig. 3.1.

6
(i) Converging lens, focal length approximately 150 mm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Figs 4.1 and 4.2). The hole is to be
covered with thin translucent paper (e.g. tracing paper).
(iii) Metre rule.
(iv) Screen. A white sheet of stiff card approximately 150 mm × 150 mm, fixed to a wooden support
is suitable (see Fig. 4.3).
translucent paper card card card
lamp 1.5 cm support
Fig. 4.1 Fig. 4.2 Fig. 4.3
Notes
1. The lamp for the illuminated object should be a low-voltage lamp, approximately 24 W or higher
power (a car headlamp bulb is suitable), with a suitable power supply.
2. The centre of the hole which forms the object, the lamp filament, and the centre of the lens in its
holder are all to be at the same height above the bench.
3. The apparatus is to be situated away from direct sunlight.
Check that the apparatus is ready for the next candidate.
© UCLES 2013 0625/51/CI/O/N/13

7
0625/51
(IGCSE OCTOBER/NOVEMBER 2013)
General
The Supervisor is invited to give details of any difficulties experienced by particular candidates giving
in the scripts;

8
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ...................................................... SIGNED ...........................................................

© UCLES 2013 0625/51/CI/O/N/13

* 2 6 5 5 4 7 7 7 3 2 *
PHYSICS 0625/51
1 hour 15 minutes
You may use a pencil for any diagrams, graphs or rough working.

Total
DC (LEG/SW) 65805/7
2
1 In this experiment, you will investigate the stretching of a spring. For

Examiner’s
Carry out the following instructions, referring to Fig. 1.1 and Fig. 1.2. Do not move the large Use
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 Fig. 1.2
(a) (i) 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) Calculate the extension e of the spring using the equation e = (l – l0). Record the
value of e in the table.
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3
(vi) Repeat steps (iv) and (v) using forcemeter readings of 2.0 N, 3.0 N, 4.0 N and 5.0 N. For
Record all the readings and results in the table. 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]
G = ................................................. [2]
[Total: 10]
4
2 In this experiment, you will investigate the cooling of a thermometer bulb. For
Examiner’s
Carry out the following instructions, referring to Figs. 2.1, 2.2 and 2.3. Use
clamp
thermometer
in position A
clamp
thermometer
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.
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5
Table 2.1 For

Examiner’s
Use
Position A Position B
t/ θ/ θ/
[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]

6
3 In this experiment, you will investigate the power of lamps in a circuit. For
Examiner’s
Carry out the following instructions, referring to Fig. 3.1. Use
power
supply
A
X Y
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 = ......................................................
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 = ......................................................
P3 = ......................................................
[1]
© UCLES 2013 0625/51/O/N/13
7
(iv) 1. Disconnect the voltmeter. Reconnect the voltmeter to measure the potential For
difference V across all three lamps. Switch on to take the reading and then Examiner’s
switch off. 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]
[Total: 10]
8
4 In this experiment, you will determine the focal length of a converging lens. For
Examiner’s
Carry out the following instructions, referring to Fig. 4.1. Use
illuminated u v
object 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]
uv
(iv) Calculate the focal length f of the lens using the equation f = .
(u + v)
f = .................................................. [1]
© UCLES 2013 0625/51/O/N/13

9
(b) Repeat the steps in (a) using u = 40.0 cm. For

Examiner’s
v = ...................................................... Use
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]
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11
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12
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© UCLES 2013 0625/51/O/N/13

0625 PHYSICS
components.
1 (a) (i) l0, recorded in mm [1]
(ii) workable length clearly shown on Fig. 1.1 (or Fig. 1.2) [1]
(iv), (v) table:

correct F values used and increasing l values (>l 0) [1]
e values correct [1]
(b) graph:
suitable scales [1]
good line judgement AND thin, continuous line [1]
(c) triangle method used and shown [1]

using at least half of candidate’s line [1]
[Total: 10]
2 (a) (i) sensible value for θH [1]
(a)–(d) table:
s, oC, oC [1]
correct t values 30, 60, 90, 120, 150, 180 [1]
evidence of temperatures to precision of at least 1oC [1]
position B, greater decrease in temperature [1]
(c) sensible new value for θH (lower than first value) [1]
(e) one from:

viewing thermometer at right angles
reference to being ready on time [1]
(f) any two from:

room temperature
starting temperature
distance of thermometer bulb from water surface
orientation of thermometer
draughts [2]
[Total: 10]

3 (a) all V to at least 1 d.p. and < 3 V [1]

I to at least 2 d.p. and < 1 A [1]
V in V and I in A (at least once, not contradicted) [1]
P in W (at least once, not contradicted) [1]
P values correct [1]
PT = P1 + P2 + P3 ± 10% [1]
(b) statement matches results (expect YES) and justification in terms of within or beyond
limits of experimental accuracy o.w.t.t.e [1]
(c) (i) diagram:

lamps in parallel and variable resistor in series with power supply, correct symbols
for variable resistor, lamps, voltmeter [1]
one voltmeter, correctly positioned [1]
(ii) vary current (or p.d.) [1]
[Total: 10]
4 (a) (i) v = 28 – 32 (cm) [1]
(ii) (iii) calculations correct [1]
(iv) f correct [1]
(b) v = 22 – 26 (cm) [1]

f values within 4 cm of each other [1]
(c) (i) Sensible range up to 2 cm around a value approximately 24 cm [1]
(ii) fAV given to 2 or 3 significant figures and correct unit [1]

fAV = 13 – 17 cm [1]
(iii) any two from:

use of darkened room / brighter lamp
mark position of centre of lens on holder
place metre rule on bench (or clamp in position)
ensure object and lens are same height from the bench
lens / object / screen perpendicular to bench
use of repeats [2]
[Total: 10]

* 5 4 7 7 4 0 9 8 1 6 *
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2013
1 hour

2
1 The IGCSE class is carrying out a moments experiment by balancing a metre rule on a small For
pivot. Examiner’s
Use
(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 y
metre rule
P Q
pivot
Fig. 1.1
The load Q is a distance y from the pivot.
Table 1.1
weight of P / N weight of Q / N x/ y/
2.0 5.0 39.0 15.5
(i) Complete the column headings in the table. [1]
© UCLES 2013 0625/61/O/N/13

3
(ii) Calculate the clockwise moment and the anticlockwise moment using the equation For
Examiner’s
moment of a force = force × perpendicular distance to the pivot. 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]

4
2 An IGCSE student is investigating the cooling of a thermometer bulb. For

Examiner’s
The apparatus used is shown in Figs. 2.1, 2.2 and 2.3. Use
clamp
clamp
thermometer
in position A
thermometer
water water
constant temperature constant temperature

water bath water bath
Fig. 2.1 Fig. 2.2
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]
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5
(b) The student moves the thermometer until the thermometer bulb is in position A above For
the surface of the water, as shown in Fig. 2.2. She starts a stopclock. She records the Examiner’s
time and temperature readings every 30 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
(ii) State in which position, A or B, the thermometer has the greater rate of cooling in
the first 30 s.
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]

6
(c) Describe briefly a precaution you would take to make the temperature readings reliable. For
Examiner’s
.......................................................................................................................................... Use
...................................................................................................................................... [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

7
Question 3 begins on page 8.

8
3 The IGCSE class is investigating the power of lamps in a circuit. For

Examiner’s
Fig. 3.1 shows the circuit used. Use
power
supply
A
P Q
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.
4 5 6 0.4 0.6
3 7
2 8 0.2 0.8
1 9
V A
0 10 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 = ......................................................
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9
(iii) The student reconnects the voltmeter to measure the potential difference V2 across For
lamp 2 and then V3 across lamp 3. Examiner’s
Use
Write down the readings shown on the meters in Figs. 3.3 and 3.4.
4 5 6 4 5 6
3 7 3 7
2 8 2 8
1 9 1 9
V V
0 10 0 10
Fig. 3.3 Fig. 3.4
V2 = ..................................... V3 = .......................................
(iv) 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]

10
(c) (i) Draw a circuit diagram, similar to that in Fig. 3.1, to show: For
Examiner’s
• a variable resistor in series with the power supply, Use
• 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]
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11
Question 4 begins on page 12.

12
4 The IGCSE class is determining the focal length of a converging lens. For
Examiner’s
Fig. 4.1 shows the apparatus used to produce an image on the screen. Use
illuminated
object screen
u v
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.
u + v = ......................................................
[1]
uv
(iii) 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]
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13
(d) A student carrying out this experiment changes the position of the lens and then moves For
the screen to produce a well-focused image. 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]

14
5 The IGCSE class is investigating the stretching of a spring. For

Examiner’s
Fig. 5.1 shows the apparatus. Use
N 0
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 For

Examiner’s
Use
F/N l / mm e / mm
1.0 67
2.0 77
3.0 91
4.0 105
5.0 115
(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]

16
(iii) Determine the gradient G of the graph. Show clearly on the graph how you obtained For
the necessary information. Examiner’s
Use
G = ................................................. [2]
[Total: 9]
© UCLES 2013 0625/61/O/N/13

0625 PHYSICS
components.
1 (a) rule balanced and pivot at centre of mass [1]
(b) EITHER take readings from 50.2 cm mark

OR add mass/weight/load
OR place pivot at 50.2 cm mark [1]
(c) (i) cm, cm [1]
(ii) clockwise 77.5 (or 78) (N cm)

anticlockwise 78 (N cm) [1]
(d) EITHER repeats

OR estimate between two best positions that almost balance but tip opposite sides o.w.t.t.e
OR suitable method to locate centre of mass Q [1]
[Total: 5]
2 (a) 87 (oC) [1]
(b) (i) s, oC, oC [1]
(ii)(iii) B and greater temperature difference

OR numbers quoted, must see 21 and 8 or 24 and 5 [1]
(iv) A 23(oC) and B 40(oC) [1]
(v) 20 – 26 (oC) [1]
(c) EITHER viewing thermometer at right angles

OR reference to being ready on time [1]
(d) any two from:

room temperature
water / starting temperature
distance of thermometer bulb from water surface
relevant reference to draughts / fans / air conditioning [2]
[Total: 8]

3 (a) (i) 1.8 (V) [1]

0.3 (A) [1]
(ii) P1 = 0.54 (W) e.c.f. allowed [1]
(iii)(iv)(v) PT = 1.59 (or 1.6) W [1]
(b) statement matches results (expect YES) e.c.f. allowed [1]

justification in terms of within or beyond limits of experimental accuracy o.w.t.t.e. [1]
(c) (i) diagram:

lamps in parallel, variable resistor in series with power supply, with correct symbols
for variable resistor, lamps and voltmeter [1]
one voltmeter correctly positioned [1]
(ii) vary current (or p.d.) [1]
[Total: 9]
4 (a) (i)(ii) u = 26 (mm) or 2.6 (cm) [1]

v = 44 (mm) or 4.4 (cm) [1]
(b) (i)(ii) 1144 mm2 and 70 mm

OR 11.44 cm2 and 7.0 (or 7) cm [1]
e.c.f. from (a)
(iii) x = 16 or 16.3 or 16.34 (1.6 or 1.63 or 1.634)

e.c.f. from (b)(i) and (ii) [1]
(c) f = 16 or 16.3 or 16.34 cm (160 or 163 or 163.4 mm) [1]

f given to 2 or 3 significant figures [1]
(d) up to 0.5 cm either side of 18.2 cm [1]
(e) any two from:

use of darkened room / brighter lamp / no other light interfering
ensure object and lens are same height from the bench
lens / object / screen perpendicular to bench
repeats
avoidance of parallax with action and reason [2]
[Total: 9]

5 (a) 54 – 55 [1]
(b) (i) table:

e values 12, 22, 36, 50, 60 (e.c.f. from (a)) [1]
(ii) graph:
axes correctly labelled e / mm and F / N and correct way round [1]
suitable scales [1]
thin, single continuous line [1]
(iii) triangle method using at least half of candidate’s line, shown on the graph [1]
G = 11 – 13, no e.c.f. [1]
[Total: 9]

PHYSICS 0625/11
45 minutes
Soft clean eraser
*0254908917*

The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB14 11_0625_11/3RP
2
1 Diagram 1 shows a measuring cylinder containing water.
Five identical steel balls are now lowered into the measuring cylinder. Diagram 2 shows the new
water level in the cylinder.
cm3 cm3
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30 steel ball
20 20
10 10
diagram 1 diagram 2
What is the volume of each steel ball?
A 6 cm3 B 14 cm3 C 30 cm3 D 70 cm3
2 The graph shows how the speed of a car changes with time.
speed
0
U V W X Y time
Between which two times is the car stationary?
A U and V B V and W C W and X D X and Y
© UCLES 2014 0625/11/O/N/14

3
3 A man stands by a railway track.
A train travelling at 40 m / s takes 2.0 s to pass the man.
What is the length of the train?
A 20 m B 38 m C 40 m D 80 m
4 The mass of an astronaut is 70 kg on the Moon.
What is the mass of the astronaut on the Earth?
A 7 kg B 70 kg C 80 kg D 700 kg
5 The weight of an object is found using the balance shown in the diagram. The object is put in the
left-hand pan and various weights are put in the right-hand pan.
object weights
These are the results.
weights in the right-hand pan effect
0.1 N, 0.1 N, 0.05 N, 0.02 N balance tips down slightly on the left-hand side
0.2 N, 0.1 N, 0.01 N balance tips down slightly on the right-hand side
What is the best estimate of the weight of the object?
A 0.27 N B 0.29 N C 0.31 N D 0.58 N

4
6 The diagram shows the dimensions of a rectangular block of metal of mass m.
q
p
Which expression is used to calculate the density of the metal?
A m×p×q
B m×p×q×r
C m
(p × q)
D m
(p × q × r )
7 In which situation is no resultant force needed?
A a car changing direction at a steady speed

B a car moving in a straight line at a steady speed
C a car slowing down
D a car speeding up
8 Which properties of a body can be changed by applying a force to the body?
A mass, motion and shape

B mass and motion, but not shape
C mass and shape, but not motion
D motion and shape, but not mass
© UCLES 2014 0625/11/O/N/14

5
9 The list contains three energy resources P, Q and R.
P geothermal energy from hot rocks

Q nuclear fission in reactors
R sunlight on solar panels
Which of these resources are renewable?
A P and Q only
B P and R only
C Q and R only
D P, Q and R
10 The diagram shows three different containers J, K and L. Each container contains water of the
same depth.
J K L
Which statement about the pressure of the water on the base of each container is correct?
A The water pressure is greatest in container J.

B The water pressure is greatest in container K.
C The water pressure is greatest in container L.
D The water pressure is the same for all three containers.
11 Which movement will require the greatest amount of work to be done?
A a force of 10 N moving an object a distance of 3.0 m

B a force of 10 N moving an object a distance of 5.0 m
C a force of 15 N moving an object a distance of 3.0 m
D a force of 15 N moving an object a distance of 5.0 m

6
12 A water manometer is connected to a gas supply.
gas Q
supply
water
There is a gas leak and the pressure of the gas supply falls.
What happens to the water level at P and what happens to the water level at Q?
water level at P water level at Q
A falls falls
B falls rises
C rises falls
D rises rises
13 The diagram shows a beaker of water. Four molecules are labelled. The relative amount of
energy of each molecule is shown.
Which molecule is most likely to escape from the liquid?
molecule A
(high energy) molecule B
(low energy)
molecule C molecule D
(high energy) (low energy)
© UCLES 2014 0625/11/O/N/14

7
14 Some gas is trapped in a container of fixed volume.
The temperature of the gas increases.
Which graph shows how the pressure of the gas changes with temperature?
A B
pressure / Pa pressure / Pa
0 0
0 temperature / °C 0 temperature / °C
C D
pressure / Pa pressure / Pa
0 0
0 temperature / °C 0 temperature / °C
15 Which points are the fixed points of the liquid-in-glass thermometer shown?
–10 0 10 20 30 40 50 60 70 80 90 100 110

°C
A the beginning and end points of the column of liquid

B the beginning and end points of the thermometer scale
C the points marked 0 °C and 100 °C

D the top and bottom points of the thermometer bulb

8
16 Equal masses of two different liquids are put into identical beakers.
Liquid 1 is heated for 100 s and liquid 2 is heated for 200 s by heaters of the same power.
The temperature of both liquids increases by the same amount.
different liquids
of same mass
liquid 1 liquid 2
heaters of
heating time = 100 s same power heating time = 200 s
A Both liquids receive the same amount of energy.

B Liquid 1 receives more energy than liquid 2.
C Both liquids have equal thermal capacity.
D The thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.
17 The metal surface of a kettle is hot.
What happens to the cool air outside the kettle when it comes into contact with the hot kettle?
A The density of the air decreases and the air falls.

B The density of the air decreases and the air rises.
C The density of the air increases and the air falls.
D The density of the air increases and the air rises.
© UCLES 2014 0625/11/O/N/14

9
18 One type of double glazing consists of two panes of glass separated by a vacuum.
glass glass
vacuum
Which method or methods of energy transfer are prevented by the vacuum?
A conduction and convection

B conduction and radiation
C convection and radiation
D radiation only
19 The diagram shows four waves drawn to the same scale.
P Q
0 0
0 distance 0 distance
R S
0 0
0 distance 0 distance
A The amplitude of wave P is the same as the amplitude of wave R.

B The amplitude of wave S is double the amplitude of wave Q.
C The wavelength of wave Q is double the wavelength of wave P.
D The wavelength of wave S is the same as the wavelength of wave Q.

10
20 Light waves pass from air into glass and are refracted.
What always remains constant when this happens?
A direction
B frequency
C speed
D wavelength
21 Which type of electromagnetic wave is used in airport security scanners?
A infra-red
B microwaves
C radio waves
D X-rays
22 Which waves are longitudinal?
A B C D
88:88
light waves microwaves water waves sound waves

from a lamp in an oven on a pond from a trumpet
23 An object is placed in front of a converging lens. The lens has a focal length f.
The lens produces a real, enlarged image of the object.
In which labelled position is the object placed?
lens
A B C D
f
2f
© UCLES 2014 0625/11/O/N/14

11
24 A fire alarm is not loud enough and the pitch is too low. An engineer adjusts the alarm so that it
produces a louder note of a higher pitch.
What effect does this have on the amplitude and on the frequency of the sound waves that the
alarm produces?
amplitude frequency
A larger larger
B larger smaller
C smaller larger
D smaller smaller
25 In an experiment to measure the speed of sound, a student uses a stopwatch to find the time
taken for a sound wave to travel from X to Y. She does this six times.
sound travels from X to Y
X Y
The table shows her results.
measurement time / s
first 0.5
second 0.7
third 0.6
fourth 0.4
fifth 0.9
sixth 0.5
Which value for the time should be used to calculate the speed of sound?
A 0.4 s B 0.5 s C 0.6 s D 0.9 s

12
26 The ends of three metal rods are tested by holding end Q of rod 1 close to the others in turn.
R T
Q S U
rod 1 rod 2 rod 3
The results are as follows.
End Q: attracts end R,

attracts end S,
attracts end T,
repels end U.
Which of the metal rods is a magnet?
A rod 1 only
B rod 1 and rod 2
C rod 1 and rod 3
D rod 3 only
27 A permanent magnet is made from metal and an electromagnet uses a metal core.
Which metal is suitable for each of these purposes?
permanent core of
magnet electromagnet
A iron iron
B iron steel
C steel iron
D steel steel
28 Which row gives the unit for energy and the unit for electromotive force (e.m.f.)?
energy e.m.f.
A J N
B J V
C W N
D W V
© UCLES 2014 0625/11/O/N/14

13
29 A student carries out an experiment to investigate the resistance of a resistor R. She takes a
series of readings of potential difference (p.d.) and current, and plots a graph of her results.
Which circuit should she use?
A B
A A
R R
C D
A V A
R R
V
30 The diagram shows a circuit with a 3.0 Ω resistor and a 2.0 Ω resistor connected in parallel.
6.0 V
A
3.0 Ω
2.0 Ω
The switch is open, and the ammeter reads 2.0 A.
The switch is now closed and the ammeter reads the total current in both resistors.
What is the ammeter reading with the switch closed?
A 1.2 A B 3.0 A C 4.0 A D 5.0 A

14
31 The diagram shows a torch containing two cells, a switch and a lamp.
cells
plastic
case
brass
connecting switch
strip lamp
Which is the circuit diagram for the torch?
A B C D
32 An engineer uses the potential divider shown in the diagram. He needs the output voltage to be
one tenth ( 101 ) of the input voltage.
input
voltage
output
Y
voltage
Which pair of values could he use for the two resistors X and Y?
X / kΩ Y / kΩ
A 1.0 9.0
B 1.0 10.0
C 9.0 1.0
D 10.0 1.0
© UCLES 2014 0625/11/O/N/14

15
33 The current in a kettle is 10 A and it is protected by a 13 A fuse.
The owner of the kettle replaces the 13 A fuse with a 3 A fuse.
What happens when the kettle is switched on?
A The fuse blows and the kettle is damaged.

B The fuse blows and the kettle is undamaged.
C The fuse does not blow and the kettle works correctly.
D The fuse does not blow but the kettle fails to work.
34 The diagram shows cables used in the transmission of electrical energy. High voltages are used
for the transmission.
transmission cables
power
station
Why are high voltages used for the transmission of electrical energy?
A Fear of high voltages stops people from interfering with the cables.
B Heat loss in the cables is smaller than if low voltages are used.
C High voltages increase the current in the cables.
D High voltages produce large magnetic fields, so less insulation is needed.
35 Which diagram shows the magnetic field pattern around a wire that is carrying a current
perpendicular to the page?
A B C D
wire wire

16
36 The diagram shows a simple transformer with an input of 240 V and an output of 40 V.
There are 600 turns on the primary coil.
600
input 240 V 40 V output
turns
How many turns are there on the secondary coil?
A 100 B 320 C 400 D 3600
37 In a cathode-ray tube, a hot tungsten cathode releases particles by thermionic emission.
What are these particles?
A α-particles
B electrons
C protons
D tungsten atoms
38 The diagram shows a radioactive source, a thick aluminium sheet and a radiation detector.
radioactive thick aluminium radiation detector

source sheet
The radiation detector shows a reading greater than the background reading.
Which type of radiation is being emitted by the source and detected by the detector?
A α-radiation
B β-radiation
C γ-radiation
D infra-red radiation
© UCLES 2014 0625/11/O/N/14

17
39 The count rate from a radioactive isotope is recorded every hour. The count rate is corrected for
background radiation.
The table shows the readings.
time / hours 0 1 2 3 4 5
corrected count rate

800 620 480 370 290 220
counts / s
What estimate of the half-life of the isotope can be obtained from the readings in the table?
A between 1 and 2 hours

B between 2 and 3 hours
C between 3 and 4 hours
D between 4 and 5 hours
40 A nuclide is represented by the symbol P

Q X.
How many neutrons are in one nucleus of the nuclide?
A P B Q C P+Q D P–Q
© UCLES 2014 0625/11/O/N/14

18
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© UCLES 2014 0625/11/O/N/14

19
BLANK PAGE
© UCLES 2014 0625/11/O/N/14

20
BLANK PAGE
© UCLES 2014 0625/11/O/N/14

0625 PHYSICS
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.

Cambridge IGCSE – October/November 2014 0625 11
Question Question
Key Key
Number Number
1 A 21 D
2 D 22 D
3 D 23 B
4 B 24 A
5 B 25 C
6 D 26 C
7 B 27 C
8 D 28 B
9 B 29 A
10 D 30 D
11 D 31 A
12 C 32 C
13 A 33 B
14 D 34 B
15 C 35 B
16 D 36 A
17 B 37 B
18 A 38 C
19 A 39 B
20 B 40 D

* 9 6 9 1 1 0 8 5 2 4 *
PHYSICS 0625/21
1 hour 15 minutes
You may use an HB pencil for any diagrams or graphs.

DC (AC/SW) 81802/5
2
1 A student hangs a spring vertically from a hook, as shown in Fig. 1.1.
12.0 cm 15.0 cm
2.0 N
Fig. 1.1
(a) Describe how the length of the spring can be measured accurately, after it has been hung
from the hook.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) With no load, the spring is 12.0 cm long.
With a load of 2.0 N on the end of the spring, its length is 15.0 cm.
Calculate the extension of the spring.
extension = ......................................... cm [1]
© UCLES 2014 0625/21/O/N/14

3
(c) The load is attached to the spring and then released.
Fig. 1.2 represents the forces acting on the load just after it is released.
2.8 N
2.0 N
Fig. 1.2
Calculate the resultant force acting on the load and give its direction.
resultant force = ................................................... N
direction = ......................................................
[2]
[Total: 6]

4
2 A steel object has 5 kg stamped on its side, as shown in Fig. 2.1.
5 kg
Fig. 2.1
(a) Express 5.0 kg in grams. 5.0 kg = ............................................ g [1]
(b) The density of the steel is 7.81 g / cm3.
Calculate the volume of the object.
volume = ........................................cm3 [3]
[Total: 4]
© UCLES 2014 0625/21/O/N/14

5
3 (a) Use words from the list below to complete the sentences about work and energy.
initial acceleration
distance moved
force exerted
potential energy
time taken
An object is dragged across a rough surface. In order to find the work done on the object, it is
necessary to know the ............................................. and the ............................................. .
To calculate the power, it is also necessary to know the ............................................. . [3]
(b) A machine working in a factory actually uses more energy than is needed to do the task it is
involved in.
Suggest why this is so.
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 5]

6
4 (a) Thermal energy is supplied to a certain substance at a constant rate. The temperature of the
substance varies with time as shown in Fig. 4.1.
D
temperature
B C
time
Fig. 4.1
At the temperature indicated by point A on Fig. 4.1, the substance is in the solid state.
State what is happening to the substance
(i) in the region AB,
...........................................................................................................................................
...........................................................................................................................................
(ii) in the region BC,
...........................................................................................................................................
...........................................................................................................................................
(iii) in the region CD.
...........................................................................................................................................
...........................................................................................................................................
[3]
(b) Suggest why ice at 0 °C is more effective for cooling a drink than the same mass of water at
0 °C.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2014 0625/21/O/N/14

7
(c) Steam is pumped into cold water in a container.
(i) State and explain what happens to the temperature of the water in the container.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) State and explain what happens to the mass of water in the container.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[2]
[Total: 9]

8
5 Fig. 5.1 shows a girl standing some distance away from a rock face. She has a flat piece of wood
in each hand.
rock face
When the girl bangs the two pieces of wood together, they make a loud sound. A short time later
she hears the sound again.
(a) Why does she hear this second sound?
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The time interval between the two sounds is 1.8 s. Sound travels at 330 m / s in air.
Calculate the distance of the girl from the rock face.
distance = ........................................... m [3]
(c) A boy standing very close to the rock face only hears one sound.
How long after the girl makes the sound does he hear this sound?
time interval = ............................................ s [1]
© UCLES 2014 0625/21/O/N/14

9
(d) State two ways in which a sound wave is different from a light wave.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 7]

10
6 (a) Describe
(i) how a dry cloth can be used to charge a plastic rod,
...........................................................................................................................................
...........................................................................................................................................
(ii) how the rod may be tested to check that it is charged.
...........................................................................................................................................
...........................................................................................................................................
[2]
(b) A lady has been riding in a car with plastic-covered seats. She gets out of the car. She touches
the door handle when her feet are on the ground. She experiences an electric shock.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 4]
© UCLES 2014 0625/21/O/N/14

11
7 Fig. 7.1 is a ray diagram representing the formation of an image by a converging lens.
C I
O
F2 F1
Fig. 7.1
F1 and F2 are the two principal focuses of the lens. The object is at O and its image is at I.
(a) On Fig. 7.1,
(i) accurately mark the focal length of the lens and label it f, [2]
(ii) from the top of the object, draw the path of the ray that passes through F2, until it reaches
the image. [2]
(b) Where would a screen need to be placed in order to see a focused image? Tick one box.
at F2
at C
at F1
at I
[1]
(c) The object is moved a small distance away from the lens.
State what this causes to happen to
(i) the position of the image,
...........................................................................................................................................
(ii) the size of the image.
...........................................................................................................................................
[2]
[Total: 7]

12
8 The electric circuit in Fig. 8.1 contains a cell, two resistors and another component.
X R1 R2 Y
Fig. 8.1
(a) (i) Name the component that is shown in Fig. 8.1 by the symbol .
...........................................................................................................................................
(ii) What is the function of this component in the circuit?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(b) (i) What flows in the circuit in order to create the current in the circuit? Tick one box.
charge
potential difference
power
resistance
(ii) In which unit do we measure current? ...............................................................................

[2]
(c) Resistor R1 has a resistance of 8 Ω and resistor R2 has a resistance of 12 Ω.
Calculate the combined resistance of R1 and R2 when arranged as in Fig. 8.1.
resistance = .......................................... Ω [2]
© UCLES 2014 0625/21/O/N/14

13
(d) R1 and R2 are removed from the circuit and then re-connected between X and Y, so that they
have a different combined resistance.
(i) In the space below, draw the circuit showing R1 and R2 connected in this different way.
[2]
(ii) What word is used to describe this different way of connecting R1 and R2?
.......................................................................................................................................[1]
[Total: 9]

14
9 Fig. 9.1 shows a transformer used to allow lamps of different voltage ratings to be operated from a
240 V mains supply.
240 V X
Y
Z

500 turns 500 turns
Fig. 9.1
The primary coil and the secondary coil both have 500 uniformly-wound turns.
Electrical connections to the secondary coil can be made at four places, W, X, Y and Z.
(a) The piece of metal P provides a magnetic link between the coils.
State
(i) the name of this part of the transformer, ............................................................................
(ii) the metal from which P is made. .......................................................................................

[2]
(b) A lamp, designed to light at normal brightness with a 120 V supply, lights normally when
connected between W and X.
Calculate the number of turns between W and X.
number of turns = ...................................................[3]
© UCLES 2014 0625/21/O/N/14

15
(c) The lamp in (b) is connected between X and Y.
Describe and explain what happens to the lamp.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(d) State what would happen if the 120 V lamp in (b) is connected between W and Z.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 9]

16
10 Fig. 10.1 is a simplified drawing of a tube for producing, deflecting and detecting cathode rays.
top
Y2 X2
H2
heater screen
H1
C A Y1 X1
cathode anode Y-plates X-plates
bottom
path of cathode rays
Fig. 10.1
The cathode rays are represented by the broken line in Fig. 10.1.
(a) Which particles make up cathode rays? ...............................................................................[1]
(b) How does the screen show the presence of cathode rays?
...............................................................................................................................................[1]
(c) Between which two of the labelled terminals should a potential difference be connected in
order to
(i) make the cathode hot, .................... and .................... [1]
(ii) accelerate the cathode rays along the tube, .................... and .................... [1]
(iii) deflect the cathode rays to the top of the screen. .................... and .................... [1]
(d) In (c)(iii), which of the two terminals should be made
(i) positive, ................................................
(ii) negative? .............................................

[1]
[Total: 6]
© UCLES 2014 0625/21/O/N/14

17
11 Fig. 11.1 represents the atomic structure of three neutral atoms.
B B B
C
A A C A
C
nucleus nucleus nucleus
hydrogen deuterium tritium
Fig. 11.1
(a) What letter in Fig. 11.1 is used to represent
(i) an electron, ...................................
(ii) a proton, ........................................
(iii) a neutron? .....................................

[2]
(b) State the nucleon number of the tritium atom. ............... [1]
(c) All three atoms may be represented by the chemical symbol H. Hydrogen can be represented
in nuclide notation as 11 H .
Write down the nuclide notation for
(i) deuterium, ................................................
(ii) tritium. .......................................................

[2]
[Total: 5]

18
12 350 dice are made from small cubes of wood with one face painted blue, as shown in Fig. 12.1.
blue face
Fig. 12.1
Throwing large numbers of dice represents radioactive decay.
The 350 dice are thrown on a bench. All those dice that land with the blue face uppermost are
removed. They are regarded as having “decayed”.
The remaining dice are then thrown again, and the “blue-uppermost” dice are removed. This
process is repeated until the number of dice remaining is quite small.
The table below shows the number of dice remaining after each throw.
throw 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
number of dice 350 289 237 201 168 138 115 94 79 67 59 50 41 39 35
remaining
On Fig. 12.2, points have been plotted for some of the readings in the table.
(a) On Fig. 12.2, plot the first five points and draw the best smooth curve for all the points. [3]
(b) (i) Complete the sentence below.
The half-life of a radioactive substance is the time taken to reduce the number of nuclei
of the original sort to ................................... its original value. [1]
(ii) Throwing dice obeys the same laws as radioactive decay.
From your graph in Fig. 12.2, find the “half-life” of dice, showing clearly on Fig. 12.2 how
you obtained your answer.
“half-life” of dice = .................................... throws [3]
© UCLES 2014 0625/21/O/N/14

19
350
300
number of
dice
remaining
250
200
150
100
50
0
0 2 4 6 8 10 12 14
throw number
Fig. 12.2
(iii) The experiment is repeated with 800 dice.
1. Suggest how many throws it takes to reduce the number of dice to 400.
...........................................................................................................................................
2. Explain your answer.
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 9]
© UCLES 2014 0625/21/O/N/14

20
BLANK PAGE
© UCLES 2014 0625/21/O/N/14

0625 PHYSICS

B marks B marks are independent marks, which do not depend on other marks. For a B mark to
be scored, the point to which it refers must be seen specifically in the candidate’s
answer.
M marks M marks are method marks upon which accuracy marks (A marks) later depend. For an
M mark to be scored, the point to which it refers must be seen in a candidate's answer.
If a candidate fails to score a particular M mark, then none of the dependent A marks
can be scored.
C marks C marks are compensatory marks in general applicable to numerical questions. These
can be scored even if the point to which they refer are not written down by the candidate,
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are
one of the ways which allow a C mark to be scored. A marks are commonly awarded for
final answers to numerical questions. If a final numerical answer, eligible for A marks, is
correct, with the correct unit and an acceptable number of significant figures, all the
marks for that question are normally awarded. It is very occasionally possible to arrive at
a correct answer by an entirely wrong approach. In these rare circumstances, do not
award the A mark, but award C marks on their merits. An A mark following an M mark is
a dependent mark.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording
used to clarify the mark scheme, but the marks do not depend on seeing the words or
units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very
similar.
OR / or This indicates alternative answers, any one of which is satisfactory for scoring the marks.
e.e.o.o. This means "each error or omission".
o.w.t.t.e. This means “or words to that effect”.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and
does not cause a right plus wrong penalty.
what we want, give credit. However, do not allow ambiguities, e.g. spelling which
suggests confusion between reflection / refraction / diffraction or thermistor / transistor /
transformer.
Not / NOT This indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate, i.e. right plus wrong penalty
applies.

ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions. This indicates that if a
candidate has made an earlier mistake and has carried an incorrect value forward to
subsequent stages of working, marks indicated by ecf may be awarded, provided the
subsequent working is correct, bearing in mind the earlier mistake. This prevents a
candidate from being penalised more than once for a particular mistake, but only applies
to marks annotated ecf.
Sig. figs. Answers are normally acceptable to any number of significant figures ≥ 2. Any
Arithmetic errors
one. Regard a power-of-ten error as an arithmetic error.
Deduct one mark if the only error in arriving at a final answer is because previously
calculated data has clearly been misread but used correctly.
Fractions Allow fractions only where specified in the mark scheme.

1 (a) rule alongside spring B1
set zero at one end and read scale at other end

OR take scale reading at each end and subtract B1
extra valid detail, e.g. rule close to and parallel with spring, use of marker/set-
square, eye level with reading etc. B1
(b) 3 OR 3.0 (cm) B1
(c) 0.8 (N) ignore negative sign B1

up(wards), accept arrow upwards B1
[Total: 6]
2 (a) 5000 (g) B1
(b) density = mass / volume in any form OR (volume =) mass / density C1

5000 / 7.81 OR 5 / 7.81 OR 0.64, ecf from (a) C1
640 (cm3), accept 6.4 × 10–4 if clearly stated in m3 A1
[Total: 4]
3 (a) force (exerted), distance (moved), either order B1 + B1

time (taken) B1
(b) energy lost / wasted / transferred (to surroundings) OR inefficiency B1

suitable cause for energy lost e.g. friction, heat, sound, moving parts B1
[Total: 5]

4 (a) (i) temperature (of solid) rising OR (solid) expanding

NOT any indication of melting / turning into liquid,
accept particles gain k.e. / vibrate more B1
(ii) melting owtte B1
(iii) temperature of liquid rising OR liquid expanding

accept liquid particles gain k.e. / move faster / more B1
(b) ice needs (thermal) energy/heat to melt / overcome intermolecular forces M1
takes this energy from drink B1
(c) (i) (temperature) increases / gets hotter M1
steam transfers thermal energy/heat / supplies energy (to water), accept

steam loses (latent) heat (as it condenses) A1
(ii) increases M1
steam condenses/turns into water OR gas molecules become liquid

molecules A1
[Total: 9]
5 (a) echo OR sound reflected (from rock face) B1
(b) speed = distance / time in any form OR (distance =) speed × time C1

330 × 1.8 OR 330 × 0.9 OR 594 C1
297 (m) accept 2 or 3 sig. figs. A1
(c) 0.9 (s) B1
(d) any two from:

(sound is) longitudinal / light is transverse
(sound) travels more slowly / light travels faster
(sound) has lower frequency / longer wavelength accept reverse for light
(sound) cannot travel through a vacuum / light can travel in a vacuum
(sound is a) mechanical/pressure wave OR is not electromagnetic / light is
electromagnetic B2
[Total: 7]

6 (a) (i) rub rod with cloth B1
(ii) any suitable test,

e.g. picks up/attracts paper, hair, stream of water etc. OR using electroscope
OR attracts/repels an object known to be charged B1
(b) any two from:

friction/rubbing (between clothing and seat)
lady becomes charged
discharged when touches handle, accept charge travels through/to/from lady
(from/to handle) / charge is earthed B2
[Total: 4]
7 (a) (i) a line between F2 or F1 and C ±3 mm C1

a line between F2 or F1 and C ±1 mm A1
(ii) refraction either at centre line OR at both surfaces, B1

parallel after lens OR reaches tip of image B1
(b) bottom box ticked: at I B1
(c) (i) closer to F1 / C / lens / F2 NOT closer to object B1
(ii) smaller / reduced / diminished B1
[Total: 7]
8 (a) (i) variable resistor B1
(ii) adjust/change/vary/control the current/voltage, ignore vary resistance B1
(b) (i) top box ticked: charge B1
(ii) A or amp(s) or ampere(s), condone a, ignore I, NOT ammeter B1
(c) (R =) R1 + R2 OR 8 + 12 C1
20 (Ω) A1
(d) (i) R1 and R2 clearly shown in parallel (between X and Y) M1

rest of circuit including R1 and R2 correct A1
note: short circuit across resistors loses both marks
(ii) parallel B1
[Total: 9]

9 (a) (i) core B1
(ii) iron NOT steel, accept ferrite B1
(b) V1 / V2 = N1 / N2 in any form C1

correct substitution C1
250 A1
(c) reduced brightness / dimmer M1

fewer (than 250) turns A1
lower voltage, accept smaller/lower current A1
(d) lamp would blow/burn out B1

accept blow up / glow extremely
[Total: 9]
10 (a) electrons B1
(b) glows or equivalent e.g. (spot of) light / fluorescence B1
(c) (i) H1 and H2 both, either order B1
(ii) A and C both, either order B1
(iii) Y1 and Y2 both, either order B1
(d) (i) Y2 OR top

both B1
(ii) Y1 OR bottom
[Total: 6]

11 (a) (i) B B1
(ii) A
both correct B1
(iii) C
(b) 3 B1
2
(c) 1 ( any attempt at a symbol) B1
3
1 ( any attempt at a symbol) B1
[Total: 5]
12 (a) all 5 points plotted ± ½ small square -1 e.e.o.o. B2
smooth best-fit single line curve through most of the points, not joining points dot
to dot B1
(b) (i) half / 50% / 0.5 / ½ B1
(ii) indication of correct use of graph B1
idea of halving, e.g. 175 or mark at 175 on graph, NOT halving number of
days, i.e. 7 C1
3.4 – 4.0, accept nearest integer from candidate’s graph A1
(iii) 1. candidate’s (ii) OR integer either side of candidate’s (ii) M1

2. half-life not affected by sample size / starting point
accept idea that half-life does not change. A1
[Total: 9]

* 8 2 6 9 6 8 3 4 1 4 *
PHYSICS 0625/31
1 hour 15 minutes

DC (NH/JG) 81775/4
2
1 (a) Fig. 1.1 shows the distance-time graphs for three different objects A, B and C.
A
B
distance
0
0 time
Fig. 1.1
Describe the motion of each of the objects A, B and C by selecting the appropriate description
from the list below.
constant speed increasing speed decreasing speed stationary
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[2]
© UCLES 2014 0625/31/O/N/14

3
(b) Fig. 1.2 shows the speed-time graphs for three more objects D, E, and F.
speed D
0
0 time
Fig. 1.2
Describe the motion of each of the objects D, E and F by selecting the appropriate description
from the list below.
constant speed constant acceleration increasing acceleration stationary
D ...............................................................................................................................................
E ...............................................................................................................................................
F ................................................................................................................................................
[2]

4
(c) Fig. 1.3 shows a person bungee-jumping from a bridge. The person is attached to a long
elastic rope.
strong fixed point
rope
jumper
river
Fig. 1.3
(i) In 1.5 s the speed of the jumper increases from zero to 10.5 m / s.
Calculate her average acceleration during this time.
acceleration = ................................................[2]
(ii) At one point during the fall, she reaches her maximum speed.
1. State her acceleration at this point.
acceleration = ................................................[1]
2. What can be said about the forces acting on her at this point?
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
© UCLES 2014 0625/31/O/N/14

5
Turn over for Question 2

6
2 A diver climbs some steps on to a fixed platform above the surface of the water in a swimming-pool.
He dives into the pool. Fig. 2.1 shows the diver about to enter the water.
8.0 m
Fig. 2.1
The mass of the diver is 65 kg. The platform is 8.0 m above the surface of the water.
(a) Calculate
(i) the increase in the gravitational potential energy of the diver when he climbs up to the
platform.
increase in gravitational potential energy = ................................................[1]
(ii) the speed with which the diver hits the surface of the water. Ignore any effects of air
resistance.
speed = ................................................[4]
© UCLES 2014 0625/31/O/N/14

7
(b) In another dive from the same platform, the diver performs a somersault during the descent.
He straightens, and again enters the water as shown in Fig. 2.1.
Discuss whether the speed of entry into the water is greater than, less than or equal to the
speed calculated in (a)(ii). Ignore any effects of air resistance.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8]

8
3 (a) Fig. 3.1 shows an oil can containing only air at atmospheric pressure.
can
Fig. 3.1
Atmospheric pressure is 1.0 × 105 Pa.
The pressure of the air in the can is reduced by means of a pump. The can collapses when
the pressure of the air in the can falls to 6000 Pa.
(i) Explain why the can collapses.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The surface area of face X of the can is 0.12 m2.
Calculate the resultant force on face X when the can collapses.
force = ................................................[3]
© UCLES 2014 0625/31/O/N/14

9
(b) Mercury is poured into a U-shaped glass tube. Water is then poured into one of the limbs of
the tube. Oil is poured into the other limb until the surfaces of the mercury are at the same
level in both limbs.
Fig. 3.2 shows the result.
oil
water
0.32 m
0.25 m
mercury
Fig. 3.2
(i) State a condition that must be true in order for the mercury surfaces to be at the same
level in both limbs of the tube.
.......................................................................................................................................[1]
(ii) The height of the water column is 0.25 m. The height of the oil column is 0.32 m. The
density of water is 1000 kg / m3.
Calculate
1. the pressure exerted by the water on the surface of the mercury,
pressure = ................................................[2]
2. the density of the oil.
density = ................................................[2]
[Total: 9]

10
4 Fig. 4.1 shows some of the apparatus that a student uses to determine the specific heat capacity
of aluminium.
connections to electric circuit

electric heater
insulating lid
thermometer
aluminium block
insulating container
Fig. 4.1
(a) State the measurements the student needs to make, including those from the electric circuit.
For each quantity measured, state a symbol.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
© UCLES 2014 0625/31/O/N/14

11
(b) Use your symbols from (a) to complete the formula used to determine the specific heat
capacity c.
specific heat capacity c =

...................................................................................[2]
(c) Another student performs the experiment without using insulation. He obtains a higher value
for c.
Explain why this student’s measurements lead to this higher value.
...................................................................................................................................................................
.............................................................................................................................................................. [1]
[Total: 7]

12
5 (a) Two types of seismic waves are produced by earthquakes. They are called P-waves and
S-waves. P-waves are longitudinal and S-waves are transverse.
(i) Explain what is meant by the terms longitudinal and transverse.
longitudinal ........................................................................................................................
...........................................................................................................................................
transverse ..........................................................................................................................
...........................................................................................................................................
[2]
(ii) State another example of
1. a longitudinal wave, ....................................................................................................
2. a transverse wave. .....................................................................................................

[2]
(iii) A seismic wave has a speed of 7.2 km / s and a frequency of 30 Hz.
Calculate its wavelength.
wavelength = .................................................[2]
© UCLES 2014 0625/31/O/N/14

13
(b) Fig. 5.1 shows an electric bell ringing in a sealed glass chamber containing air.
to vacuum pump
bell
Fig. 5.1
A student hears the bell ringing. The air is then removed from the chamber.
State and explain any change in the sound heard by the student.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]

14
6 (a) Fig. 6.1 shows an object O placed in front of a plane mirror M. Two rays from the object to the
mirror are shown.
Fig. 6.1
(i) On Fig. 6.1, for one of the rays shown,
1. draw the normal to the mirror,
2. mark the angle of incidence. Label this angle X.

[2]
(ii) On Fig. 6.1, draw
1. the reflected rays for both incident rays,
2. construction lines to locate the image of O. Label this image I.

[2]
© UCLES 2014 0625/31/O/N/14

15
(b) In Fig. 6.2, circular wavefronts from a point source in a tank of water strike a straight barrier.
barrier
source
Fig. 6.2
(i) The reflected wavefronts seem to come from a single point.
On Fig. 6.2, mark a dot to show the position of this point. Label this point C. [1]
(ii) Draw, as accurately as you can, the reflected circular wavefronts. [2]
[Total: 7]

16
7 A small cylinder of compressed helium gas is used to inflate balloons for a celebration.
(a) (i) In the box below, sketch a diagram to represent the arrangement of helium molecules in
a balloon.
[2]
(ii) State and explain how the size of the attractive forces acting between the molecules of a
gas compares with the size of the attractive forces between the molecules of a solid.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) The helium in the cylinder has a volume of 6.0 × 10–3 m3 (0.0060 m3) and is at a pressure of
2.75 × 106 Pa.
(i) The pressure of helium in each balloon is 1.1 × 105 Pa. The volume of helium in an inflated
balloon is 3.0 × 10–3 (0.0030 m3). The temperature of the helium does not change.
Calculate the number of balloons that were inflated.
number of balloons = ................................................[3]
(ii) Later, the temperature increases and some of the balloons burst.
Suggest and explain why this happens.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 9]
© UCLES 2014 0625/31/O/N/14

17
8 A charger for a cellphone (mobile phone) is marked:
input: a.c. 240 V, 50 Hz, 80 mA.

output: d.c. 5.3 V, 500 mA.
(a) State
(i) the component in the charger that converts a.c. to d.c.,
...........................................................................................................................................
(ii) the quantity that has the value 50 Hz.
...........................................................................................................................................
[2]
(b) Calculate
(i) the output power of the charger,
output power = ................................................[2]
(ii) the energy transferred in the output circuit when the cellphone is charged for 1.5 hours.
energy = ................................................[2]
(c) In the following list, underline the quantity that is stored in the battery of the cellphone.
voltage current power energy [1]
[Total: 7]

18
9 A technician sets up a radiation detector in a university laboratory, for use in some experiments.
Even before the radioactive source for the experiment is brought into the laboratory, the detector
registers a low count rate.
(a) Suggest what causes this count rate.
...............................................................................................................................................[1]
(b) A radioactive source that emits α-particles is placed on the laboratory bench and the source
is gradually moved closer to the detector.
At first, the detector continues to register a low count rate sometimes slightly less than the
count rate registered without the source. The count rate suddenly increases to a very high
value when the source is very close to the detector.
Explain these changes in the count rate.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) In a second experiment, α-particles pass between two parallel, horizontal metal plates in a
vacuum.
They then continue to the detector as shown in Fig. 9.1.
metal plate
_-particles
source detector
metal plate
Fig. 9.1
A positive charge is established on the upper plate and a negative charge on the lower plate.
(i) On Fig. 9.1, sketch the new path of the α-particles. [2]
(ii) State what happens to the count rate registered by the detector.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 7]
© UCLES 2014 0625/31/O/N/14

19
10 (a) In a room in a house there are four electric lamps in parallel with each other, controlled by a
single switch.
With all the lamps working, one of the lamp filaments suddenly breaks.
What, if anything happens to the remaining lamps? Explain your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Fig. 10.1 shows the circuit diagram for the lamp in another room. X and Y are 2-way switches.
lamp
1 1
2 2
X Y
Fig. 10.1
(i) Complete the table, by indicating whether the lamp is on or off for each of the switch
positions.
position of switch X position of switch Y state of lamp
1 1
1 2
2 1
2 2
[2]
(ii) Explain why this arrangement of switches is useful.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 5]

20
11 (a) Name the process that causes a potential difference across a solenoid due to the movement
of a nearby magnet.
...............................................................................................................................................[1]
(b) Fig. 11.1 shows a solenoid connected to a centre-zero voltmeter, M.
A bar magnet is held with its N-pole close to one end of the solenoid.
solenoid
Fig. 11.1
(i) The magnet is pushed into the solenoid, and then brought to rest with its N-pole just
inside the solenoid.
Describe the movement of the pointer of the meter M.
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) The magnet is now pulled to the left out of the solenoid, at a higher speed than in (i).
Compare the movement of the pointer of the meter with that seen in (i).
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 5]
© UCLES 2014 0625/31/O/N/14

0625 PHYSICS

B marks B marks are independent marks, which do not depend on other marks. For a B mark to
be scored, the point to which it refers must be seen specifically in the candidate’s
answer.
M marks M marks are method marks upon which accuracy marks (A marks) later depend. For an
M mark to be scored, the point to which it refers must be seen in a candidate's answer.
If a candidate fails to score a particular M mark, then none of the dependent A marks
can be scored.
C marks C marks are compensatory marks in general applicable to numerical questions. These
can be scored even if the point to which they refer are not written down by the candidate,
award the A marks, but award C marks on their merits. An A mark following an M mark is
a dependent mark.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording
used to clarify the mark scheme, but the marks do not depend on seeing the words or
units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very
similar.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and
suggests confusion between reflection / refraction / diffraction or thermistor / transistor /
transformer.
Not / NOT This indicates that an incorrect answer is not to be disregarded, but cancels another
applies.

candidate from being penalised more than once for a particular mistake, but only applies
to marks annotated ecf.
Sig. figs. Answers are normally acceptable to any number of significant figures ≥ 2. Any
exceptions to this general rule will be specified in the mark scheme. Rounding errors in
the second or third significant figure will be penalised.
Arithmetic errors
one. Regard a power-of-ten error as an arithmetic error.
Deduct one mark if the only error in arriving at a final answer is because previously
calculated data has clearly been misread but used correctly.
Fractions Allow fractions only where specified in the mark scheme.
Units Deduct one mark for an incorrect or missing unit, but only if the answer would otherwise
have gained all the marks available for that answer. Maximum one unit penalty per
question.

1 (a) A increasing speed

B constant speed
C stationary B2
Note: one mark lost for e.e.o.o.
(b) D increasing acceleration

E constant acceleration
F constant speed B2
Note: one mark lost for e.e.o.o.
(c) (i) (a =) ∆v / t OR (v–u) / t OR 10.5 / 1.5 C1

= 7.0 m / s2 A1
(ii) (a =) 0 (m / s2) B1
(iii) upward and downward forces equal OR no resultant force

OR forces equal and opposite OR forces balanced
OR weight (of body) = tension (in rope) B1
[Total: 8]
2 (a) (i) (increase in g.p.e. = mgh OR 65 × 10 × 8 =) 5200 J B1
(ii) EITHER
k.e. gained = g.p.e. lost C1
½ mv2 = 5200 in any form C1
v2 = 5200 / (0.5 × 65) OR 160 C1
v = 12.6 m / s e.c.f. (a)(i) A1
OR
v2 = u2 + 2as / v2 = 2 gh (C1)
v2 = 2 × 10 × 8 (C1)
v2 = 160 (C1)
v = 12.6 m / s e.c.f. (a)(i) (A1)
(b) speed is the same B1

EITHER
loss in g.p.e. is the same B1
k.e. gained is the same B1
OR
acceleration is the same (B1)
distance fallen is the same (B1)
[Total: 8]

3 (a) (i) force / pressure greater on outside surface owtte B1
(ii) p = F / A in any form OR (F =) pA C1

= (1.0 × 105 – 6000) × 0.12 C1
11280 N to at least 2 sig. figs. A1
(b) (i) pressure of oil = pressure of water B1
(ii) 1. (p=) hρg C1

(= 0.25 × 1000 × 10 =) 2500 Pa A1
2. hρg = 2500 C1
(ρ = 2500 / (0.32 × 10) =) 781 kg / m3 to at least 2 sig. figs. A1
[Total: 9]
4 (a) mass of block m B1

initial temperature θ1 and final temperature θ2 B1
time of heating t B1
voltage / p.d. V AND current I B1
(b) (c = ) VIt ÷[m (θ2 – θ1)]

OR Pt ÷ [m (θ2 – θ1)] OR E ÷ [m (θ2 – θ1)] as appropriate to symbols defined in (a)
numerator correct B1
denominator correct B1
(c) (more) thermal energy / heat lost (to surroundings) so temperature rise is less
OR more thermal energy / heat input required for same temperature rise B1
[Total: 7]
5 (a) (i) longitudinal: oscillations/vibration of particles/molecules in direction of travel

(of wave) B1
transverse: oscillation /vibrations of particles/molecules perpendicular to
direction of travel (of wave) B1
(ii) 1. e.g. sound wave / compression wave on a spring B1

2. e.g. any named electromagnetic wave / ripples / water wave / wave on a
stretched rope B1
(b) use of v = fλ in any form OR (λ =) v / f OR 7200 / 30 OR 7.2 / 30 C1

240 m / 0.24 km A1
(c) no sound heard / quieter sound B1

medium/air required to transmit sound
OR sound does not travel through a vacuum B1
[Total: 8]

6 (a) (i) 1. one normal to mirror drawn B1

2. angle of incidence, labelled X B1
(ii) 1. both reflected rays drawn B1

2. construction lines to locate image, marked I B1
(b) (i) dot marked C in correct position B1
(ii) two circular arcs each joining correct points on barrier B1

spacing of arcs same as spacing of incident waves B1
[Total: 7]
7 (a) (i) diagram showing:

molecules widely spaced B1
molecules randomly positioned B1
(ii) (attractive) forces (much) smaller between gas molecules B1

gas molecules (much) farther apart B1
(b) (i) pV = constant OR p1V1 = p2V2 OR (V2 =) p1V1 / p2

OR (V2 =) 2.75 × 106 × 6 × 10–3 / 1.1 × 105 C1
= 0.15 m3 C1
(no. of balloons = (0.15 – 6 × 10–3) / 3 × 10–3 =) 48 A1
(ii) pressure of air in balloon increases B1

molecules move faster OR hit balloon surface harder / more often
OR larger force rips / breaks rubber OR balloon expands B1
[Total: 9]
8 (a) (i) rectifier / diode B1
(ii) frequency (of A.C. supply) B1
(b) (i) (P =) IV OR 0.5 × 5.3 OR 500 × 5.3 C1

2.6 W OR 2600 mW A1
(ii) (E =) Pt OR IVt OR 2.65 × 1.5 × 3600 OR 0.5 × 5.3 × 1.5 × 3600 C1

14000 J A1
(c) energy only underlined B1
[Total: 7]

9 (a) background (radiation) OR a specific source of background radiation e.g. rocks /

building materials / radon gas / cosmic rays B1
(b) any three from:

low count rate due to background radiation only
slightly less reading due to random nature of radioactivity
very high reading due to α-particles OR emission from source
sudden increase of count rate at limit of range of α-particles B3
(c) (i) downward curve B1
(ii) (count rate) decreases / background only B1

deviation starts at start of plates B1
[Total: 7]
10 (a) (lamps) stay on / have same brightness as before / nothing happens B1

(lamps) still connected to supply / have same voltage as before / are connected in
parallel B1
(b) (i) line 1: on line 2: off line 3: off line 4: on B2

deduct one mark for e.e.o.e.
(ii) when either switch is operated, the state of the lamp changes. B1
[Total: 5]
11 (a) (i) electromagnetic induction B1
(b) (i) pointer deflects B1

pointer returns to zero B1
(ii) greater deflection (of pointer) B1

pointer deflects in opposite direction and returns to zero
OR deflects for shorter time B1
[Total: 5]

PHYSICS 0625/51
* 7 0 3 5 2 2 9 1 7 9 *
by phone: +44 1223 553554,
by fax: +44 1223 553558,
DC (SJF/KN) 82880/3
2
the apparatus.
© UCLES 2014 0625/51/CI/O/N/14
3
(i) Plastic or cardboard drinks cup with volume approximately 200 cm3.
(ii) 30 cm ruler graduated in mm.
(iii) Metre rule.
(iv) 50 cm of thin, inextensible string.
(v) 250 cm3 measuring cylinder. A smaller measuring cylinder may be used if a 250 cm3 measuring
cylinder is not available.
(vi) Supply of water at room temperature. Approximately 400 cm3 is required by each candidate.
(vii) A low-sided container that the cup can be placed into whilst water is poured into the cup. The
purpose of the container is to catch any spilled water.
(viii) Paper towels or cloths to wipe up any spilled water.
(ix) Spare cups and string should be available.
Empty water from the measuring cylinder, cup and container.

Check the supply of water.
Check that the cup and string are undamaged. Replace if necessary.

4
(i) Thermometer: –10 °C to 110 °C, graduated in 1 °C intervals.

(ii) 250 cm3 beaker labelled A.
(iii) 250 cm3 beaker insulated around the outside, but not on the top or the bottom, with cotton
wool.
(iv) Clamp, boss and stand.
(v) Stopclock, stopwatch or wall-mounted clock showing seconds. Candidates will be required
(vi) Supply of hot water. Each candidate will require approximately 400 cm3.
(vii) Supply of paper towels to mop up any spillages of water.
(viii) Spare thermometers should be available.
Notes
1. The thermometer, clamp, boss, and stand are to be set up for the candidate as shown in Fig. 2.1.
stand
thermometer
Fig. 2.1
4. The candidates must be able easily and safely to move the thermometer in and out of the beakers.
Check the supply of hot water.

Check that the thermometer is arranged as shown in Fig. 2.1.
Check that the cotton wool is dry. Replace if necessary.
Check that the thermometer is reading room temperature. Replace if necessary.
© UCLES 2014 0625/51/CI/O/N/14

5
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are provided with a power
supply with a variable output voltage, the voltage setting should be set by the Supervisor and
fixed (e.g. taped).
(ii) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V. See
note 2.
(iii) Ammeter capable of measuring the current with a minimum precision of 0.02 A. See note 2.
(iv) Switch. The switch may be an integral part of the power supply.
Notes
power supply
A B
metre rule
sliding contact C resistance wire
Fig. 3.1.
2. Either analogue or digital meters are suitable. Any variable settings should be set by the Supervisor
and fixed (e.g. taped).
3. As an alternative to (v) and (vi) a standard 100 cm potentiometer with ends labelled A and B is
acceptable.
4. If cells are to be used as the power supply, they must remain adequately charged throughout the
examination. Spare cells should be available.
Check that the circuit is set up as shown in Fig. 3.1 and it is working. Switch off the circuit.

6
(i) Converging lens, focal length approximately 15 cm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Figs. 4.1 and 4.2). The hole is to
be covered with thin translucent paper (e.g. tracing paper). See note 2.
(iii) Metre rule.
(iv) Screen. A white sheet of stiff card approximately 15 cm × 15 cm, fixed to a wooden support is
suitable. See Fig. 4.3.
(v) Spare lamps should be available.
(vii) 30 cm ruler graduated in mm. Candidates may use their own.
top
translucent paper
card card card
lamp
1.5 cm
support
bottom
Fig. 4.1 Fig. 4.2 Fig. 4.3
Notes
1. The lamp for the illuminated object should be a low voltage lamp, approximately 24 W or higher
power, with a suitable power supply. Candidates must be able easily and safely to switch the lamp
on and off.
2. The apex of the triangle must be towards the top of the card, as shown in Fig. 4.2.
3. The centre of the hole which forms the object, the lamp filament and the centre of the lens in its
© UCLES 2014 0625/51/CI/O/N/14

7
0625/51
General
in the scripts;

8
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ...................................................... SIGNED ...........................................................

© UCLES 2014 0625/51/CI/O/N/14

* 1 8 0 4 5 1 1 4 4 7 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (SJF/KN) 82879/3
2
1 In this experiment, you will take measurements of a drinks cup.
G7
G%
Fig. 1.1
(a) (i) Measure and record the height h of the cup supplied.
h = ................................................ cm
(ii) Measure and record the diameter dT of the top of the cup.
dT = ................................................ cm
(iii) Measure and record the diameter dB of the bottom of the cup.
dB = ................................................ cm
dT + dB
(iv) Calculate the average diameter dA using the equation dA = .
2
dA = ................................................ cm
(v) Calculate an approximate value for the volume V of the cup, using the equation
πdA2h
V= .
4
V = ......................................................
[4]
© UCLES 2014 0625/51/O/N/14

3
(b) (i) Use the string and the metre rule to determine the average circumference (distance
around the outside) C of the cup. Show your working.
C = ........................................... cm [3]
(ii) Draw a diagram of the cup to show where you used the string to determine the average
circumference C.
[1]
(c) Place the cup in the container provided. The container is to catch any water that may spill.
(i) Use the measuring cylinder to determine the volume VW of water required to fill the cup
to the top.
VW = ................................................. [1]
(ii) State which of the two values, VW or V obtained in (a)(v), you would expect to be the
more reliable value for the volume of the cup. Explain your answer.
more reliable value ............................
explanation ........................................................................................................................
...........................................................................................................................................
[1]
[Total: 10]

4
2 In this experiment, you will investigate the cooling of hot water under different conditions.
Carry out the following instructions, referring to Figs. 2.1 and 2.2.
(a) Measure and record room temperature θR.
θR = ................................................. [1]
(b) Pour hot water into the beaker labelled A until it is about two-thirds full. Place the thermometer
in the beaker of hot water, as shown in Fig. 2.1.
clamp stand
thermometer
water
Fig. 2.1
(i) Wait until the thermometer reading stops rising. Read the temperature θ of the hot water
and immediately start the stopclock. Record the temperature θ in Table 2.1 at time t = 0 s.
(ii) After 30 s, measure the temperature θ shown on the thermometer. Record the time
(iii) Continue recording the time and temperature readings every 30 s until you have six sets
of readings.
© UCLES 2014 0625/51/O/N/14

5
Table 2.1
without insulation with insulation
t/ θ/ θ/
[5]
(c) Complete the column headings in the table.
(d) Pour hot water into the insulated beaker until it is about two-thirds full. Place the thermometer
in the beaker of hot water, as shown in Fig. 2.2.
clamp stand
thermometer
insulation
water
Fig. 2.2
(i) Wait until the thermometer reading stops rising. Read the temperature θ of the hot water
and immediately start the stopclock. Record the temperature θ in Table 2.1 at time t = 0 s.
(ii) After 30 s, measure the temperature θ shown on the thermometer. Record the time
(iii) Continue recording the time and temperature readings every 30 s until you have six sets
of readings.

6
(e) State whether the cotton wool insulation increases, decreases, or has no significant effect on
the rate of cooling of the water, compared with the rate of cooling with no insulation. Justify
your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(f) A student suggests that a significant cause of loss of thermal energy from the beakers is
evaporation.
Suggest how you would reduce the evaporation in this experiment.
...............................................................................................................................................[1]
(g) Suggest one condition that should not be changed when this experiment is repeated.
...............................................................................................................................................[1]
[Total: 10]
© UCLES 2014 0625/51/O/N/14

7
Question 3 begins on page 8

8
3 In this experiment, you will investigate the resistance of a wire.
The circuit shown in Fig. 3.1 has been set up for you.
power supply
l
A B
sliding contact C resistance wire
Fig. 3.1
(a) (i) Switch on. Measure and record in Table 3.1 the current I in the circuit and the potential
difference V across a length l = 10.0 cm of the wire AB. Switch off.
V
(ii) Calculate the resistance R of 10.0 cm of the wire AB, using the equation R = . Record
I
this value of R in the table.
(iii) Repeat steps (i) and (ii) with values of l equal to 20.0 cm, 30.0 cm, 40.0 cm and 50.0 cm.
Table 3.1
l / cm V/V I/A R/Ω
10.0
20.0
30.0
40.0
50.0
[3]
© UCLES 2014 0625/51/O/N/14

9
(b) Plot a graph of R / Ω (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
0
0
[4]
(c) State whether your graph shows that the resistance R is directly proportional to the length l.
Justify your answer by reference to the graph.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(d) Suggest how you could further test your statement, in part (c), using the same apparatus. You
are not asked to carry out any further practical work.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]

10
4 In this experiment, you will determine the magnification of an image produced by a lens.
Carry out the following instructions, referring to Fig. 4.1.
illuminated
u v
object
screen
lens
x
bench
Fig. 4.1
(a) 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.
(i) Measure and record the distance v from the centre of the lens to the screen.
v = ................................................ cm
(ii) Measure and record the height h from the top to the bottom of the image on the screen.
h = ................................................ cm
[2]
(iii) Sketch a diagram of the image seen on the screen.
[1]
(iv) Switch off the lamp. Measure and record the height x from the top to the bottom of the
triangular illuminated object.
x = ................................................ cm
h
(b) (i) Calculate .
x
h
= ......................................................
x
v
(ii) Calculate .
u
v
= ......................................................
u
[3]
© UCLES 2014 0625/51/O/N/14

11
h
(c) The magnification m of the image is given by the equation m = . A student suggests that the
v x
ratio also gives the magnification m.
u
State whether your results support this suggestion. Justify your answer by reference to your
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(d) State two precautions that you could take in this experiment to obtain reliable results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 10]
© UCLES 2014 0625/51/O/N/14

12
BLANK PAGE
© UCLES 2014 0625/51/O/N/14

0625 PHYSICS

1 (a) h, dT and dB, recorded in cm and sensible values [1]

h > dT > dB and dA correct [1]
V correctly calculated [1]
unit cm3 [1]
(b) (i) use of at least two values for circumference C [1]

correct value for C and 3 × dA ±10% [1]
2 or 3 significant figures [1]
(ii) diagram showing measurement half way up,

or at top and bottom
or a series of measurements all the way up [1]
(c) (i) VW between 140 cm3 and 300 cm3 [1]
(ii) sensible explanation

e.g. Vw: lots of measurements to obtain V leads to greater inaccuracy [1]
[Total: 10]
2 (a) sensible value for θR (°C) [1]
(b)–(d) table:
s, °C, °C [1]
correct t values 0, 30, 60, 90, 120, 150 [1]
temperatures decreasing in both columns [1]
final temperature difference less than initial temperature difference in both columns [1]
evidence of temperatures to precision of at least 1°C [1]
(e) statement to match results and justified by reference to results [1]

reference to same time [1]
(f) lid/cover/smaller cross-sectional area [1]
(g) any one from:

room temperature (or equivalent environmental condition)
initial water temperature
volume of water
same/dry insulation [1]
[Total: 10]

3 (a) V to at least 1 d.p. and < 3 V and increasing [1]

I to at least 2 d.p. and < 1 A and constant to within 10% [1]
R calculated correctly [1]
(b) graph:
axes correctly labelled and correct way round [1]
suitable scales, with plots using at least half of grid [1]
good line judgement, thin, continuous line [1]
(c) statement to match results [1]

justified by reference to straight line, through the origin [1]
(d) additional readings with l values above 50 cm [1]
[Total: 10]
4 (a)(i)(ii) v sensible value in cm (55–65) [1]

h sensible value (> 3 cm and < 6 cm) in cm [1]
(iii) image drawn inverted [1]
(iv) x value 1.2–1.8 cm [1]
(b) (i) h/x and v/u correct, both with no unit [1]
(ii) same within 10% [1]
(c) statement to match results (expect yes) [1]

justified by reference to results [1]
(d) any two from:

use of darkened room/brighter lamp
ensure object and centre of lens are same height (from the bench)
repeats and average
move lens slowly/back and forth (to find sharpest image)
screen and lens and object all perpendicular to bench [2]
[Total: 10]

* 6 9 9 6 5 3 7 1 0 0 *
PHYSICS 0625/61
1 hour

DC (SJF/KN) 82881/3
2
1 The IGCSE class is investigating the reflection of light by a plane mirror. Fig. 1.1 shows a student’s
ray-trace sheet.
mirror
Fig. 1.1
(a) On Fig. 1.1, draw a normal to the centre of the mirror. [1]
(b) On Fig. 1.1, draw an incident ray at 30 ° to the normal and to the left of the normal. [1]
(c) Fig. 1.2 shows a diagram of a ray box.
lamp hole
ray box
Fig. 1.2
On Fig. 1.1, draw the ray box in a suitable position to produce the incident ray that you have
drawn. [1]
(d) On Fig. 1.1, draw a reflected ray in the position you would expect it to be using the incident
ray that you have drawn. [1]
© UCLES 2014 0625/61/O/N/14

3
(e) State two precautions that you could take in this experiment to obtain reliable results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 6]

4
2 The IGCSE class is investigating the cooling of hot water under different conditions.
Figs. 2.1 and 2.2 show the apparatus used.
thermometer thermometer
insulation
water water
Fig. 2.1 Fig. 2.2
(a) Record room temperature θR as shown on the thermometer in Fig. 2.3.
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
Fig. 2.3
θR = ................................................. [1]
(b) A student pours hot water into the uninsulated beaker shown in Fig. 2.1 until it is about
two-thirds full. She measures the temperature and immediately starts a stopclock. She
records the temperature every 30 s. She repeats the procedure using the insulated beaker as
shown in Fig. 2.2. The readings are shown in Table 2.1.
Table 2.1

t/ θ/ θ/
0 80 79
30 77 76
60 74 73
90 72 71
120 70 70
150 69 69
Complete the column headings in the table. [1]
© UCLES 2014 0625/61/O/N/14

5
(c) State whether the cotton wool insulation increases, decreases, or has no significant effect on
the rate of cooling of the water, compared with the rate of cooling with no insulation. Justify
your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(d) The student suggests that a significant cause of loss of thermal energy from the beakers is
evaporation.
Suggest how you would reduce the evaporation in this experiment.
...............................................................................................................................................[1]
(e) Suggest one condition that should not be changed when this experiment is repeated.
...............................................................................................................................................[1]
[Total: 6]

6
3 The IGCSE class is investigating the resistance of a wire.
The circuit used is shown in Fig. 3.1.
SRZHUVRXUFH
l
$ %
&
Fig. 3.1
(a) A student measures the potential difference V across different lengths l of the wire AB and
the current I in the wire. The wire AB is 1.00 m long. The readings are shown in Table 3.1.
V
Calculate the resistance R of each length l of the wire AB, using the equation R = . Record
I
the values of R in the table.
Table 3.1
l / cm V/V I/A R/Ω
10.0 0.36 0.73
20.0 0.70 0.71
30.0 1.10 0.73
40.0 1.45 0.73
50.0 1.80 0.72

[2]
© UCLES 2014 0625/61/O/N/14

7
(b) Plot a graph of R / Ω (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
0
0
[5]
(c) State whether your graph shows that the resistance R is proportional to the length l. Justify
your answer by reference to the graph.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(d) Suggest how you could further test your statement in (c), using the same apparatus.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]

8
4 The IGCSE class is determining the magnification of an image produced by a lens.
The apparatus is shown in Fig. 4.1.
illuminated
u v
object
screen
lens
bench
Fig. 4.1
(a) (i) On Fig. 4.1, measure and record in mm the distance u from the illuminated object to the
centre of the lens.
u = ............................................... mm
(ii) On Fig. 4.1, measure and record in mm the distance v from the centre of the lens to the
screen.
v = ............................................... mm
[1]
v
(b) Calculate the ratio .
u
v
= ................................................. [1]
u
(c) The diagram is drawn one tenth of actual size.
(i) Calculate the actual distance U from the illuminated object to the centre of the lens.
U = ............................................... mm
(ii) Calculate the actual distance V from the centre of the lens to the screen.
V = ............................................... mm
[1]
(d) The student measures the height h from the top to the bottom of the image on the screen.
4.5
h = ................................................ cm
© UCLES 2014 0625/61/O/N/14

9
(i) On Fig. 4.2, measure the height x of the illuminated object.
illuminated object
Fig. 4.2 (full size)
x = ......................................................
h
(ii) Calculate .
x
h
= ......................................................
x
[1]
h
(e) The magnification m of the image is given by the equation m = . The student suggests that
x
V
the ratio U also gives the magnification m. State whether the results support this suggestion
and justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(f) State two precautions that you could take in this experiment to obtain reliable results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(g) The image on the screen in this experiment is magnified and dimmer than the object.
State one other difference that you would expect to see between the image and the illuminated
object.
...............................................................................................................................................[1]
(h) Suggest one precaution that you would take in this experiment in order to focus the image as
clearly as possible.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
10
5 An IGCSE student is taking measurements of a drinks cup.
dT
dB
Fig. 5.1
(a) (i) On Fig. 5.1, measure the height h of the cup.
h = ................................................ cm
(ii) On Fig. 5.1, measure the diameter dT of the top of the cup.
dT = ................................................ cm
(iii) On Fig. 5.1, measure the diameter dB of the bottom of the cup.
dB = ................................................ cm
dT + dB
(iv) Calculate the average diameter dA, using the equation dA = .
2
dA = ................................................ cm
© UCLES 2014 0625/61/O/N/14

11
(v) Calculate an approximate value for the volume V of the cup, using the equation
πdA2h
V= .
4
V = ......................................................
[3]
(b) The student determines the average circumference of the cup, using a 50 cm length of string
and a metre rule.
Fig. 5.2 shows how the student used the string to determine the average circumference.
Fig. 5.2
Describe how you would use the string to obtain a more reliable value for the average
circumference.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
Question 5 continues on the next page.

12
(c) The student fills a measuring cylinder to the 500 cm3 mark. He pours water from the measuring
cylinder into the cup until the cup is full. Fig. 5.3 shows the water remaining in the measuring
cylinder.
cm3
500
450
400
350
300
250
200
150
water
100
50
Fig. 5.3
(i) Record the volume of water VR remaining in the measuring cylinder.
VR = ......................................................
(ii) Calculate the volume VW of the water in the cup.
VW = ......................................................
[2]
(d) On Fig. 5.3, show clearly the line of sight required to take the reading of VR. [1]
[Total: 8]
© UCLES 2014 0625/61/O/N/14

0625 PHYSICS

1 (a) normal at 90°, straight, at centre [1]
(b) incident ray at 30° on left of normal, straight [1]
(c) ray box near beginning of incident ray and pointing along it [1]
(d) reflected ray at angle of reflection approximately 30° [1]
(e) any two from:

darkened room / brighter ray box owtte
mark rays at centre / edge of beam
use sharp pencil
thin ray / small slit in ray box
perpendicular viewing of protractor [2]
[Total: 6]
2 (a) 21 (°C) [1]
(b) table: s, °C, °C [1]
(c) no significant effect, justified by some reference to results [1]
wording that communicates the idea that the temperatures are the same within
the limits of experimental accuracy OR almost the same rate [1]
(d) lid/cover/smaller cross-sectional area [1]
(e) any one from:

room temperature (or equivalent environmental condition)
initial water temperature
volume of water
same/dry insulation [1]
[Total: 6]

3 (a) R calculated correctly:

0.49, 0.99, 1.5(1), 1.99 or 2.0, 2.5(0)
note: accept more significant figures for this mark [1]
all R values expressed to suitable precision, expect 2 decimal places

OR 2 significant figures used throughout OR 3 significant figures used throughout [1]
(b) graph:
axes correctly labelled and right way round [1]
suitable scales, with plots using at least half of grid [1]
single, thin, continuous line, no large ‘blobs’ greater than ½ small square [1]
(c) statement to match graph (expect yes) [1]
justified by reference to straight line through the origin

OR when l doubles, R doubles owtte [1]
(d) additional readings with greater l values [1]
[Total: 10]

4 (a) u = 20 mm AND v = 58 mm [1]
(b) v / u = 2.9 e.c.f. from (a) no unit [1]
(c) U = 200, V = 580 e.c.f. from (a) [1]
(d) 1.5 cm OR 15 mm [1]
(e) statement to match results (expect yes) [1]
justified by reference to results, communicating idea of within (beyond, ecf) limits

of experimental accuracy [1]
(f) any two from:

use of darkened room / brighter lamp
ensure object and (centre of) lens are same height (from the bench)
repeats and average
moving lens / object / screen back and forth (to find sharpest image) owtte
screen and lens and object all perpendicular to bench [2]
(g) image inverted [1]
(h) any one from:

darkened room / brighter lamp
moving lens / object / screen back and forth owtte
use object with fine detail e.g. cross-wires
measure at middle of range where image is sharp [1]
[Total: 10]

5 (a) h = 9.5cm dT = 7.2 cm – 7.3 cm and dB = 4.5 cm [1]
dA = 5.85 / 5.9 cm (no mark), V rounds to 260 cm3 (no ecf) [1]
2 or 3 significant figures and cm3 [1]
(b) measurement of circumference half way up, or at top and bottom [1]
more than one revolution used for the measurement in at least one position, and
divide [1]
(c) (i) 225 [1]
(ii) 275 (ecf 500 – candidate’s (c)(i) [1]
(d) correct line of sight clearly shown at right angles outside measuring cylinder [1]
[Total: 5]

PHYSICS 0625/11
45 minutes
Soft clean eraser
*7061813147*

IB14 06_0625_11/7RP
2
1 A student wishes to measure accurately the volume of approximately 40 cm3 of water. She has
two measuring cylinders, a larger one that can hold 100 cm3, and a smaller one that can hold
50 cm3. The water forms a meniscus where it touches the glass.
top of
meniscus
bottom of
meniscus
Which cylinder should the student use and which water level should she use to ensure an
accurate result?
cylinder water level
A larger one bottom of meniscus

B larger one top of meniscus
C smaller one bottom of meniscus
D smaller one top of meniscus
2 Which distance / time graph represents the motion of an object moving at constant speed?
A B
distance distance
0 0
0 time 0 time
C D
distance distance
0 0
0 time 0 time
© UCLES 2014 0625/11/M/J/14

3
3 The graph shows how the speed of a car changes with time.
speed
m / s 14
0
0 24 time / s
Which calculation gives the distance travelled by the car in 24 seconds?
 14 
A  m
 24 
 24 
B  m
 14 
 24 × 14 
C  m
 2 
D (24 × 14 ) m
4 Which instrument is used to compare the masses of objects?
A a balance
B a barometer
C a manometer
D a measuring cylinder
5 A liquid has a volume of 100 cm3 and a mass of 85 g.
The density of water is 1.0 g / cm3.
How does the density of the liquid compare with the density of water?
A Its density is higher than that of water.

B Its density is lower than that of water.
C Its density is the same as that of water.
D It is impossible to say with only this data.

4
6 A plane lamina with centre of mass X touches the ground at point P.
Which diagram shows the lamina in equilibrium?
A B
X
X
70°
20°
P P
C D
X X
45° 45°
P P
© UCLES 2014 0625/11/M/J/14

5
7 A student adds weights to an elastic cord. He measures the length of the cord for each weight.
He then plots a graph from the results, as shown.
0
0 weight
What has he plotted on the vertical axis?
A measured length
B original length
C (measured length + original length)
D (measured length – original length)
8 Which energy transfer takes place when a matchstick burns?
A chemical to thermal
B chemical to nuclear
C nuclear to chemical
D thermal to chemical
9 Four cars are driven along a road.
The table shows the work done by the engine in each car and the time taken by each car.
Which engine produces the most power?
work done by
time taken / s
engine / J
A 50 000 20
B 50 000 40
C 100 000 20
D 100 000 40

6
10 Which situation is an example of a force acting over a large area to produce a small pressure?
A a builder hammering a nail into a piece of wood

B a cook using a sharp knife to cut vegetables
C a nurse pushing a needle into a patient’s arm
D a soldier marching in flat-soled boots
11 A student places four identical beakers on a bench.
Two beakers contain salt water of density 1.1 g / cm3 and two beakers contain pure water of
density 1.0 g / cm3.
Which beaker exerts the greatest pressure on the bench?
A B C D
150 cm3 100 cm3 150 cm3 100 cm3

of salt of salt of pure of pure
12 A student places his thumb firmly on the outlet of a bicycle pump, to stop the air coming out.
trapped air
direction of
motion
handle
What happens to the pressure and what happens to the volume of the trapped air as the pump
handle is pushed in?
pressure volume
B decreases remains the same
D increases remains the same
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7
13 During evaporation, molecules escape rapidly from the surface of a liquid.
What happens to the average energy of the molecules of the remaining liquid and what happens
to the temperature of the remaining liquid?
average energy of temperature of

remaining molecules remaining liquid
D stays the same increases
14 A telephone engineer connects a wire between two poles when the weather is very cold.
He makes the wire very loose. The wire passes over a road.
very loose wire
pole pole
The weather changes and it becomes very hot.
What could happen to the wire and why?
what could happen why
A it breaks it contracts
B it breaks it expands
C it sags and touches
cars on the road it contracts
D it sags and touches

cars on the road it expands

8
15 In an experiment, a thermometer is placed in a test-tube of hot liquid. The temperature of the

liquid is recorded every half minute. The table shows the results.
time / minutes 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5
temperature / °C 73 65 59 55 55 55 51 48 45 42 40 38 36 35 34 33
What is the melting point of the substance?
A 0 °C B 33 °C C 55 °C D 73 °C
16 Which statement about the transfer of thermal energy is correct?
A All metals conduct thermal energy equally well.

B Convection can only occur in solids or liquids.
C Convection occurs in liquids because hot liquid is more dense than cold liquid.
D The radiation that transfers thermal energy is a type of electromagnetic radiation.
17 The diagram shows a heater above a thermometer. The thermometer bulb is in the position
shown.
heater
air
thermometer thermometer bulb
Which row shows how the heat energy from the heater reaches the thermometer bulb?
conduction convection radiation
A yes yes no
B yes no yes
C no yes no
D no no yes
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9
18 Scout P signals to scout Q on the other side of a valley by using a mirror to reflect the Sun’s rays.
Sun’s
scout P rays
mirror
scout Q
Which mirror position would allow the Sun’s rays to be reflected to scout Q?
A B C D
mirror Sun’s Sun’s Sun’s Sun’s
rays rays rays rays
19 A small boat in a harbour is protected from waves on the sea by harbour walls.
land sea
waves
small
boat
harbour
harbour
walls
Some waves can curve round the harbour walls and reach the boat.
What is the name of this effect?
A diffraction
B dispersion
C reflection
D refraction

10
20 Which list shows electromagnetic waves in order of increasing frequency?
A visible light, X-rays, γ-rays
B visible light, γ-rays, X-rays
C X-rays, γ-rays, visible light
D γ-rays, X-rays, visible light
21 Which statement about a converging lens is not correct?
A A ray parallel to the principal axis of the lens is refracted through the principal focus.
B All rays of light refracted by the lens pass through the principal focus.
C The distance between the centre of the lens and the principal focus is the focal length.
D The principal focus of the lens is a point on the principal axis.
22 Rays of light enter and leave a box.
ray 1
ray 1
ray 2
ray 2
What could be inside the box to make the rays behave as shown?
A a converging lens
B a parallel-sided glass block
C a plane mirror
D a triangular prism
23 A boy blows a whistle that has a frequency of 10 000 Hz. The boy’s friend cannot hear the sound
from the whistle. The friend has normal hearing.
What could be a reason why he cannot hear the sound?
A The amplitude is too large.

B The amplitude is too small.
C The frequency is too high.
D The frequency is too low.
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11
24 A lighted candle is placed in front of a loudspeaker that is making a loud, steady note. The candle
flame vibrates because of the sound wave.
candle flame
loudspeaker
Which type of waves are sound waves and in which direction does the flame vibrate?
type of wave direction of vibration
A longitudinal
B transverse
C longitudinal
D transverse
25 Two iron nails hang from a bar magnet.
Which diagram shows the magnetic poles induced in the nails?
A B C D
bar N N N N
magnet
S S S S
N S N S
S N S N
N N S S
S S N N

12
26 A steel magnet is placed inside a coil of wire. There is a large alternating current in the coil. The
magnet is slowly moved out of the coil to position P.
coil of wire
steel magnet moved

out of coil P
12 V a.c.
How has the steel changed, if at all, when it reaches position P?
A It has become a stronger magnet.

B It has become demagnetised.
C The poles have changed ends.
D There has been no change.
27 A plastic rod and a dry cloth are uncharged.
The rod is now rubbed with the cloth and they both become charged. The rod becomes
negatively charged because some charged particles move from the cloth to the rod.
What is the charge on the cloth and which particles moved in the charging process?
charge on particles that

cloth moved
A negative electrons
B negative neutrons
C positive electrons
D positive neutrons
© UCLES 2014 0625/11/M/J/14

13
28 The diagram shows an incomplete circuit.
X Y
A
Four wires of different length and thickness are connected in turn between point X and point Y.
All four wires are made of the same metal.
Which wire will cause the greatest reading on the ammeter?
A long and thick

B long and thin
C short and thick
D short and thin
29 The diagram shows a circuit containing a battery, a lamp, a switch and another component X.
The switch is initially closed and the lamp is lit.
The switch is now opened and the lamp remains lit for several seconds before slowly going out.
component X
What is component X?
A a capacitor
B a light-dependent resistor
C a thermistor
D a variable resistor

14
30 The diagram shows a circuit containing three lamps and three switches S1, S2 and S3.
lamp 1
S1 S2
lamp 2
S3
lamp 3
Lamp 1 and lamp 3 are lit, but lamp 2 is not lit.
Which switch or switches is/are closed?
A S1 only
B S1 and S2
C S1 and S3
D S2 and S3
31 The diagram shows part of an electric circuit.
12 V
0V
The light falling on the light-dependent resistor (LDR) increases in brightness.
What happens to the resistance of the LDR and what happens to the reading on the voltmeter?
resistance of reading on
LDR voltmeter
© UCLES 2014 0625/11/M/J/14

15
32 Which labelled component in the circuit shown controls the brightness of lamp X?
A
V
X B
33 An appliance is connected to a mains supply. Its circuit also contains a switch and a fuse.
Which circuit shows the fuse in the correct position?
A B
appliance appliance
live live
neutral neutral
C D
appliance appliance
live live
neutral neutral

16
34 An electric current is passed through a coil of wire.
coil of wire
Which diagram shows the shape of the magnetic field produced in the middle of the coil?
A B
C D
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17
35 When a wire is moved upwards between the poles of a magnet, an electromotive force (e.m.f.) is
induced across the ends of the wire.
motion
of wire
N wire
Which device uses a moving wire to induce an e.m.f.?
A a cathode-ray tube
B a generator
C a transformer
D an electromagnet
36 An input voltage of 10 V is supplied to the primary coil of a transformer. An output voltage of 40 V

is produced across the secondary coil.
The 10 V supply at the primary coil is now replaced with a 40 V supply.
What is the new output voltage across the secondary coil?
A 10 V B 40 V C 70 V D 160 V
37 A beam of cathode rays passes between two parallel metal plates connected to a high-voltage
d.c. power supply.
Which path does the beam follow?
metal plate
B
+ + + + + +
A
cathode C
rays
metal plate

18
38 The table shows the results of an experiment to find the half-life of a radioactive substance.
count rate from substance

time / s
counts / second
0 150
60 120
120 95
180 75
240 60
What is the half-life of the substance?
A 60 seconds
B 120 seconds
C 180 seconds
D 240 seconds
39 The diagram shows a box used for storing radioactive sources.
Which material is best for lining the box to prevent the escape of most radioactive emissions?
A aluminium
B copper
C lead
D steel
40 A lithium nucleus contains 3 protons and 4 neutrons.
What is its nuclide notation?

3 4 7 7
A 4 Li B 3 Li C 3 Li D 4 Li
© UCLES 2014 0625/11/M/J/14

19
BLANK PAGE
© UCLES 2014 0625/11/M/J/14

20
BLANK PAGE
© UCLES 2014 0625/11/M/J/14

0625 PHYSICS
Question Question
Key Key
Number Number
1 C 21 B
2 D 22 B
3 C 23 B
4 A 24 C
5 B 25 A
6 B 26 B
7 D 27 C
8 A 28 C
9 C 29 A
10 D 30 C
11 A 31 B
12 C 32 B
13 A 33 B
14 D 34 A
15 C 35 B
16 D 36 D
17 D 37 B
18 A 38 C
19 A 39 C
20 A 40 C

* 6 0 9 5 6 0 8 8 0 2 *
PHYSICS 0625/21
1 hour 15 minutes

DC (AC/JG) 81302/5
2
1 A gardener studies the growth of one of his plants. At the same time each day, he measures the
height h of the top of the plant from the ground, as shown in Fig. 1.1.
Fig. 1.1
The table of his results is shown below.
time since first measurement / days 0 1 2 3 4 5 6 7
height h / cm 2.1 6.5 11.4 18.4 24.5 26.7 30.7 37.1
(a) From the values in the table, deduce the average speed of growth of the plant during the
7 days. Work in days and cm.
average speed = ................................... cm / day [4]
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3
(b) (i) Complete Fig. 1.2 by plotting the last three values of height h against time. Do not draw a
line through the points.
40
30
h / cm
20
10
0
0 2 4 6 8
time / days
[2]
Fig. 1.2
(ii) Describe how the graph shows that the speed of growth of the plant is not constant.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 7]

4
2 Fig. 2.1 shows a spring before and after a load is added.
spring
load
Fig. 2.1
(a) What is meant by the extension of the spring?
...................................................................................................................................................
...............................................................................................................................................[1]
(b) When the graph of extension against load is drawn for the spring, the result is the line shown
in Fig. 2.2.
extension / cm
2
0
0 1 2 3 4 5
load / N
Fig. 2.2
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5
(i) The unstretched length of the spring is 9.0 cm.
1. Calculate the total length of the spring when a 5.0 N load is hanging from the spring.
length = ........................................... cm [2]
2. Find the extension that will be caused by a load of 2.0 N.
extension = .......................................... cm [1]
(ii) Calculate the mass of a load of weight 2.0 N.
mass = ..................................................[2]
[Total: 6]

6
3 The apparatus in Fig. 3.1 is being used to view the movement of some smoke particles trapped in
a box.
microscope
air molecules
and
light smoke particles
Fig. 3.1
(a) Describe what is seen when the smoke is viewed through the microscope.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) In the space below, sketch how one smoke particle might move during a short interval of time.
[2]
(c) What causes the smoke particles to move?
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) What name is used for this motion of the smoke particles? Complete the sentence.
The motion of the smoke particles is known as .................................................... motion. [1]
[Total: 7]
© UCLES 2014 0625/21/M/J/14
7
4 A young boy, skating on a frozen pond, has fallen through some thin ice about 10 m from the shore
of the pond. Fig. 4.1 shows the situation.
Fig. 4.1
A man, standing near the pond, hears the boy’s shouts for help.
The man weighs more than the boy.
(a) Why would it be unsafe for the man to walk on the ice to rescue the boy?
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Suggest and explain what the man could do to cross the ice to reach the boy safely.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 5]

8
5 The thermometer in Fig. 5.1 is recording the temperature of the laboratory.
–10 0 10 20 30 40 50 60 70 80 90 100 110

°C
Fig. 5.1
(a) The bulb of the thermometer is placed in pure, boiling water at standard atmospheric pressure.
State the temperature increase.
temperature increase = ............................................. °C [1]
(b) During the day, the temperature in the laboratory rises. In the late afternoon a thermometer
attached to the ceiling records a higher temperature than a thermometer placed close to the
ground.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) At night, the temperature in the laboratory falls.
Describe what can be seen happening to the liquid in a thermometer as the temperature falls,
and explain why this happens.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) On Fig. 5.1, draw an arrow to show where the end of the liquid thread might be seen when the
temperature being measured is −15°C. [1]
[Total: 7]
© UCLES 2014 0625/21/M/J/14

9
6 (a) A periscope is an optical instrument containing two mirrors in a long tube.
Fig. 6.1 shows the path of a ray of light through a periscope, without the tube.
mirror A
normal
normal
mirror B
Fig. 6.1
(i) On Fig. 6.1,
1. use the letter i to indicate clearly the angle of incidence of the ray striking mirror A,
2. use the letter r to indicate clearly the angle of reflection of the ray leaving mirror A.
[1]
(ii) Write down the equation that links i and r.
.......................................................................................................................................[1]
(iii) Suggest a use for the periscope.
.......................................................................................................................................[1]
(iv) State what happens if mirror B is rotated through a small angle.
.......................................................................................................................................[1]

10
(b) Fig. 6.2 shows a converging lens. The lens has one principal focus at F1 and the other principal
focus at F2.
principal
axis
F2 F1
Fig. 6.2
Use your ruler to help you answer this question.
(i) On Fig. 6.2, clearly mark two distances that are each the focal length of the lens. [1]
(ii) On Fig. 6.2, draw a ray on the left side of the lens, which strikes the lens, above and
parallel to the principal axis. Label this ray: ray 1.
Continue this ray to show its path through the lens and at least 6 cm to the right of the
lens. [2]
(iii) On Fig. 6.2, draw a ray that emerges from the lens, below and parallel to the principal
axis. Label this ray: ray 2.
Show clearly the path of this ray before it reached the lens. [1]
[Total: 8]
© UCLES 2014 0625/21/M/J/14

11
7 In Fig. 7.1, XY is a copper rod placed between the N and S poles of a magnet.
N S
X
A B
Fig. 7.1
XY is connected to the terminals A and B of a sensitive, centre-zero instrument that measures

current.
(a) State the name of this instrument. .......................................................................................[1]
(b) When there is no current, the pointer on the instrument points half-way between A and B.
State what, if anything, is seen happening to the pointer when XY is
(i) held stationary,
.......................................................................................................................................[1]
(ii) moved horizontally at a steady speed towards the N pole,
.......................................................................................................................................[1]
(iii) moved horizontally at a steady speed towards the S pole,
.......................................................................................................................................[1]
(iv) moved repeatedly up and down at right angles to the magnetic field.
.......................................................................................................................................[2]
(c) Suggest one electrical device that makes use of the effect demonstrated in (b).
...............................................................................................................................................[1]
[Total: 7]

12
8 A student connects the circuit shown in Fig. 8.1.
S1
S2
6.0 V 10 Ω
Fig. 8.1
When operating normally, the lamp has a resistance of 10 Ω.
(a) (i) State the current in the lamp when both S1 and S2 are open.
.......................................................................................................................................[1]
(ii) The student closes switch S1.
Calculate the current in the lamp, stating the unit of your answer.
current = ................................................. [4]
(iii) The student now closes S2 as well as S1.
State the current in the lamp with both switches closed.
.......................................................................................................................................[1]
(b) The student decides that she would like to be able to vary the brightness of the lamp.
(i) Name an electrical component that she could add to the circuit to do this.
.......................................................................................................................................[1]
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13
(ii) In the space below, redraw the circuit of Fig. 8.1, including the component for varying the
lamp brightness.
[2]
[Total: 9]

14
9 (a) Describe how the N pole of a bar magnet can be identified.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Use words from the following list to answer the three questions below.
attractive force
repulsive force
no force
What force is there between
(i) two N poles, .......................................................................................................................
(ii) two S poles, .......................................................................................................................
(iii) a N pole and a S pole? .......................................................................................................

[3]
(c) Fig. 9.1 shows an iron bar placed close to the N pole of a bar magnet.
magnet iron
bar
Fig. 9.1
(i) On Fig. 9.1, write N and S, to indicate the induced poles in the iron bar. [1]
(ii) Use a word from the list in (b) to describe the force between the magnet and the iron bar.
.......................................................................................................................................[1]
(iii) The iron bar is reversed end-to-end.
Describe the force that now exists between the magnet and the iron bar.
.......................................................................................................................................[1]
[Total: 8]
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15
10 A transformer is a device for changing voltages.
Fig. 10.1 shows a transformer that has a primary coil with 1000 turns and a secondary coil with
50 turns.
core
secondary coil
50 turns
primary coil
1000 turns
Fig. 10.1
(a) State the material from which the core of the transformer is made.
...............................................................................................................................................[1]
(b) The primary coil is connected to a 240 V alternating current supply.
Calculate the voltage across the secondary coil.
secondary coil voltage = .............................................. V [3]
[Total: 4]

16
210
11 Polonium-210 ` 84 Poj is radioactive.
(a) Name three types of emission from radioactive sources.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
[2]
(b) State which of these radiations
(i) carries a negative charge, .................................................................................................
(ii) is most easily absorbed, ....................................................................................................
(iii) is the emitted particle in the decay
210 Po 206 emitted particle. .................................................................................

84 82 Pb +
[3]
(c) Polonium-210 has a half-life of 138 days.
A sample containing 8 × 1010 atoms of polonium-210 decays for 276 days.
(i) How many half-lives elapse in this time? ...........................................................................
(ii) How many atoms decay in this time?
number that decay = .......................................................
(iii) How many particles are emitted from the polonium-210 during this time?
number emitted = ...................................................[4]
[Total: 9]
12 One nuclide of chlorine has 35 nucleons and the other nuclide of chlorine has 37 nucleons. The
proton number of chlorine is 17.
(a) How many protons are there in a neutral atom of chlorine-35? ................................................
(b) How many neutrons are there in a neutral atom of chlorine-37? ..............................................
(c) How many electrons are there in a neutral atom of chlorine-37? ..............................................
[3]
[Total: 3]
© UCLES 2014 0625/21/M/J/14

0625 PHYSICS
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced
Level and Advanced Subsidiary Level components and some Ordinary Level components.

scored.
Significant figures
Answers are acceptable to any number of significant figures [ 2, except if specified
otherwise, or if only 1 sig. fig. is appropriate.
plus wrong penalty.
applies.

1 (a) (speed =) distance / time in words, symbols or numbers C1
(37.1 – 2.1 =) 35 C1
35 / 7 C1
5(.0) (cm / day) A1
(b) (i) 3 points correctly plotted to ½ square B2
(ii) (vertical) spacing not uniform / equal OR points not on a straight line
OR points do not line up OR difference in gradients between points B1
[Total: 7]
2 (a) increase / change / difference in length OR new length – original length

OR amount / length / distance it stretches B1
(b) (i) 1. 2 seen OR used C1
11(.0) (cm) A1
2. 0.8 (cm) B1
(ii) W = m × g in words, symbols or numbers

OR correct conversion used, e.g. 1 kg = 10 N C1
200 g / 0.2 kg A1
[Total: 6]
3 (a) bright specks OR spots / dots OR flashes of light B1
moving randomly OR jerky movements OR zig zag / jiggling B1
(b) line representing a smoke particle moving with a change of direction B1
line is straight with at least 2 changes of direction B1
(c) collisions / bombardment B1
(with) air atoms / molecules / particles B1
(d) Brownian B1
[Total: 7]

4 (a) greater pressure from man OR man will fall through ice OR ice will break / crack B1
(b) idea of increasing area OR spreading load M1
any three from: A3

larger (surface) area
load / weight / force more spread out
less pressure
use of P = F / A
[Total: 5]
5 (a) 74 (°C) B1
(b) any three from: B3

particles move further apart / heating causes expansion
warm air less dense OR cold air more dense
hot air rises OR cold air falls
convection (current)
(c) moves / goes down (tube) OR gives a lower reading B1
contracts / decreases in volume / shrinks B1
(d) any indication between –10 °C and centre of bulb B1
[Total: 7]
6 (a) (i) i and r both clearly correct B1
(ii) i = r B1
(iii) seeing over / around an obstacle B1
(iv) image / ray moves / misses eye OR viewer can no longer see
image / ray / anything OR viewer sees inside of tube OR angle of
incidence / reflection changes B1
(b) (i) 2 focal lengths indicated B1
(ii) ray parallel to axis AND emergent ray goes through F1 B1
refraction shown at centre line OR at each surface B1
(iii) incident ray through principal focus AND emergent ray parallel to axis B1
[Total: 8]

7 (a) (milli)ammeter OR galvanometer NOT ampmeter B1
(b) (i) nothing / stays the same / half-way B1
(ii) nothing / stays the same / half-way B1
(iii) nothing / stays the same / half-way B1
(iv) it / arrow / pointer moves / goes / flicks OR current changes M1
left and right OR backwards and forwards A1
(c) generator OR dynamo OR microphone B1
[Total: 7]
8 (a) (i) nothing / zero / 0 B1
(ii) V = IR or V / R in words, symbols or numbers C1
6 / 10 C1
0.6 A1
A OR amp(s) OR ampere(s) B1
(iii) candidate’s (a)(ii) B1
(b) (i) variable resistor OR rheostat
OR potential divider B1
(ii) neat, correct circuit with one added component in series with lamp B1
correct symbol for variable resistor B1
[Total: 9]
9 (a) idea of points to north (pole of Earth) M1
when freely suspended / floating on water A1
OR
repels (M1)
a (known) N pole (A1)

(b) (i) repulsive / repel B1
(ii) repulsive / repel B1
(iii) attractive / attract B1
(c) (i) S N B1
(ii) attractive / attract B1
(iii) attractive / attract B1
[Total: 8]
10 (a) iron B1
(b) V1 / V2 = N1 / N2 in words, symbols or numbers C1
correct substitution C1
12 (V) A1
[Total: 4]
11 (a) alpha OR α B2
beta OR β
gamma OR γ
in any order
if two correct, 1 mark
(b) (i) beta OR β B1
(ii) alpha OR α B1
(iii) alpha OR α B1
(c) (i) 2 B1
(ii) evidence of number of atoms halved twice B1
6 × 1010 B1
(iii) candidate’s (c)(ii) B1
[Total: 9]

12 (a) 17 B1
(b) 20 B1
(c) 17 B1
[Total: 3]

* 4 9 2 3 6 8 5 2 9 2 *
PHYSICS 0625/31
1 hour 15 minutes

DC (NF/SW) 81293/4
2
1 (a) Fig. 1.1 shows a liquid-in-glass thermometer.
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
Fig. 1.1
(i) In the process of making the thermometer, the scale divisions were spaced equally.
What assumption was made about the liquid?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Suggest two changes to the thermometer that would require the spacing of the scale
divisions to be larger.
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
(iii) As a result of the changes in (ii), what other change is needed to enable the thermometer
to be used for the same temperature range?
...................................................................................................................................... [1]
(b) The expansion of a liquid is an example of a physical property that may be used to measure
temperature.
State two other physical properties that may also be used to measure temperature.
1. the ................................................................. of .................................................................
2. the ................................................................. of .................................................................

[2]
[Total: 6]
© UCLES 2014 0625/31/M/J/14

3
2 A student has a large number of coins of different diameters, all made of the same metal. She
wishes to find the density of the metal by a method involving placing the coins in water.
(a) State the formula needed to calculate the density.
.............................................................................................................................................. [1]
(b) Describe how the measurements of the required quantities are carried out.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
(c) State one precaution taken when carrying out the measurements in (b) to ensure that the
result is as accurate as possible.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 7]

4
3 (a) On a day with no wind, a fountain in Switzerland propels 30 000 kg of water per minute to a
height of 140 m.
Calculate the power used in raising the water.
power = ............................................... [4]
(b) The efficiency of the pump which operates the fountain is 70%.
Calculate the power supplied to the pump.
power = ............................................... [3]
(c) On another day, a horizontal wind is blowing. The water does not rise vertically.
Explain why the water still rises to a height of 140 m.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 8]
© UCLES 2014 0625/31/M/J/14

5
4 Fig. 4.1 shows a heavy ball B of weight W suspended from a fixed beam by two ropes P and Q.
beam
P Q
30 N 30 N
45° 45°
B
Fig. 4.1
P and Q are both at an angle of 45° to the horizontal. The tensions in P and Q are each 30 N.
(a) In the space below, draw a scale diagram to find the resultant of the tensions in P and Q. Use
a scale of 1.0 cm to represent 5.0 N. Label the forces and show their directions with arrows.
resultant = ............................................... [4]
(b) State the direction of the resultant. ...................................................................................... [1]
(c) State the magnitude of W. magnitude of W = ............................................... [1]
[Total: 6]
6
5 (a) A water tank has a rectangular base of dimensions 1.5 m by 1.2 m and contains 1440 kg of
water.
Calculate
(i) the weight of the water,
weight = ............................................... [1]
(ii) the pressure exerted by the water on the base of the tank.
pressure = ............................................... [2]
(b) Fig. 5.1 shows two water tanks P and Q of different shape. Both tanks are circular when
viewed from above. The tanks each contain the same volume of water. The depth of water in
both tanks is 1.4 m.
1.4 m
P Q
Fig. 5.1
(i) The density of water is 1000 kg / m3. The pressures exerted by the water on the base of
the two tanks are equal.
Calculate this pressure.
pressure = ............................................... [2]
(ii) Equal small volumes of water are removed from each tank.
State which tank, P or Q, now has the greater water pressure on its base. Explain your
answer.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]
© UCLES 2014 0625/31/M/J/14
7
6 Fig. 6.1 shows a quantity of gas in a cylinder fitted with a piston P.
gas
Fig. 6.1
(a) Describe the motion of the molecules of the gas.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) The piston is now slowly pushed down to decrease the volume of the gas. The temperature of
the gas does not change.
(i) State and explain, in terms of molecules, what happens to the pressure of the gas.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Before pushing the piston down, the pressure of the gas was 1.0 × 105 Pa. Pushing the
piston down reduces the volume of the gas from 500 cm3 to 240 cm3.
Calculate the final pressure of the gas.
pressure = ................................................ [2]
[Total: 7]

8
7 (a) The following are three statements about boiling.

• A liquid boils at a fixed temperature.
• During boiling, vapour can form at any point within the liquid.
• Without a supply of thermal energy, boiling stops.
Complete the following equivalent statements about evaporation.
• A liquid evaporates at ........................................................................................................
......................................................................................................................................... .
• During evaporation .............................................................................................................
......................................................................................................................................... .
• Without a supply of thermal energy, evaporation ............................................................ .

[3]
(b) A pan containing water boiling at 100 °C is standing on an electrically heated hot-plate. In
20 minutes, 0.075 kg of water is lost as steam. The specific latent heat of vaporisation of
water is 2.25 × 106 J / kg.
(i) Calculate the energy used in converting 0.075 kg of boiling water to steam.
energy = ............................................... [2]
(ii) The hot-plate operates at 240 V, 0.65 A.
Calculate the energy supplied to the hot-plate in 20 minutes.
energy = ............................................... [2]
(iii) Suggest why the answers to (b)(i) and (b)(ii) are not the same.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 8]
© UCLES 2014 0625/31/M/J/14

9
8 (a) Draw a straight line from each quantity on the left-hand side to a speed on the right-hand side
which is typical for that quantity.
30 m / s
300 m / s
speed of sound in gas
3000 m / s
speed of sound in solid

30 000 m / s
300 000 m / s
[2]
(b) Explain why sound waves are described as longitudinal.
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) Fig. 8.1 shows how the displacement of air molecules, at an instant of time, varies with
distance along the path of a sound wave.
displacement
0
0 distance along path
of sound wave
Fig. 8.1
(i) On Fig. 8.1, sketch two cycles of a sound wave that has a shorter wavelength and a
greater amplitude. [2]
(ii) State two changes in the sound heard from this wave compared with the original wave.
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
[Total: 8]

10
9 In the circuit shown in Fig. 9.1, resistors can be connected between terminals P and Q. The e.m.f.
of the battery is 6.0 V.
6.0 V
P Q
Fig. 9.1
(a) Calculate the current shown by the ammeter when a 12.0 Ω resistor and a 4.0 Ω resistor are
(i) connected in series between P and Q,
current = ............................................... [2]
(ii) connected in parallel between P and Q.
current = ............................................... [3]
(b) 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.
...........................................................................................................................................
[2]
(c) The 12.0 Ω and 4.0 Ω resistors in (a) are wires of the same length and are made of the same
alloy.
cross-sectional area of 12.0 Ω resistor

Calculate the ratio:
cross-sectional area of 4.0 Ω resistor
ratio = ............................................... [1]
[Total: 8]
© UCLES 2014 0625/31/M/J/14
11
10 Fig. 10.1 shows a coil of wire rotating steadily in the magnetic field between the poles of a
permanent magnet. The current generated in the coil is to pass through resistor R.
rotation of
coil coil
N S
A B
C D
Fig. 10.1
(a) The apparatus in Fig. 10.1 is part of an a.c. generator. What is connected between the ends A
and B of the coil and the connections C and D?
.............................................................................................................................................. [1]
(b) (i) On Fig. 10.2, sketch a graph to show the variation with time of the current through R. [1]
current
0
time
Fig. 10.2
(ii) On Fig. 10.2, show the time T corresponding to one complete rotation of the coil. [1]
(iii) State two ways in which the graph would be different if the coil spins at a faster rate.
1. .......................................................................................................................................
2. .................................................................................................................................. [2]
(c) Suggest what could be connected between C and R so that the current in R is always in the
same direction.
.............................................................................................................................................. [1]
[Total: 6]
12
11 (a) Complete the table below for the three types of radiation.
radiation nature charge stopped by
electromagnetic
γ
radiation
β negative
α thick paper
[3]
(b) An isotope of strontium is represented in nuclide notation as 90Sr.

38
For a neutral atom of this isotope, state
(i) the proton number, ...............
(ii) the nucleon number, ...............
(iii) the number of neutrons, ...............
(iv) the number of electrons. ...............

[3]
(c) A sample of a radioactive material is placed near a radiation detector. A count-rate of

4800 counts / s is detected from the sample. After 36 hours the count-rate has fallen to
600 counts / s.
Calculate how many more hours must pass for the count-rate to become 150 counts / s.
number of hours = ............................................... [3]
[Total: 9]
© UCLES 2014 0625/31/M/J/14

0625 PHYSICS
scored.
a dependent mark.
suggests confusion between reflection / refraction / diffraction or thermistor / transistor/
transformer.
Not / NOT indicates that an incorrect answer is not to be disregarded, but cancels another
applies.

candidate being penalised more than once for a particular mistake, but only applies to
marks annotated ecf.
Significant figures
Answers are normally acceptable to any number of significant figures ≥ 2. Any
gain all the marks available for that answer: maximum 1 per question. No deduction is
incurred if the unit is missing from the final answer but is shown correctly in the working.
Fractions Allow these only where specified in the mark scheme.

1 (a) (i) (liquid) has a uniform expansion / expands at a constant rate / expands
evenly / expands linearly B1
(ii) any two from:

larger bulb / wider / longer bulb
more liquid
narrower capillary / tube
use liquid with greater expansion B2
(iii) thermometer must be longer B1
(b) any 2 from:

resistance / conductance of a metal / wire / conductor / thermistor
voltage / current of a thermocouple
volume / pressure / expansion / contraction of a gas
colour of a metal
amount of radiation OR frequency OR wavelength of radiation from a metal / furnace
colour / arrangement of liquid crystals
expansion of a solid / any dimension of a solid
bending of a bimetallic strip B2
[Total: 6]
2 (a) (density =) mass / volume B1
(b) water used in measuring / graduated cylinder B1
volume of water known or read / recorded / taken B1
place the coins in the water and read / record / take new level of water in cylinder B1
subtract readings B1
OR ALTERNATIVE METHOD:
pour water into displacement can to level of spout (B1)
place the coins / several coins in the water (B1)
collect overflow (B1)
measure volume of overflow water using measuring graduated cylinder (B1)
measure mass / weigh the coins used with balance / spring balance B1

(c) one from:

read measuring cylinder levels at bottom of meniscus
repeat volume measurement and find average
place eye level with surface in measuring cylinder (to avoid parallax error)
place coins one at a time to avoid air bubbles between coins
avoid splashing when adding coins to water
make sure coins are dry / clean
use narrow / small measuring cylinder
place containers on horizontal surface
check zero of balance / spring balance / scales
displacement can method: make sure dripping finishes before and after adding coins B1
[Total: 7]
3 (a) Fd OR weight × d OR mgh OR 30 000 × 10 × 140 OR 4.2 × 107 seen anywhere C1
(P = ) E / t OR W / t OR mgh / t symbols or words C1
4.2 × 107 / 60 C1
7.0 ×105 W / 700 kW / 0.7 MW A1
(b) efficiency = output / input OR (Pin =) 100 × Pout / efficiency C1
(Pin =) 100 × 7 × 105 / 70 C1
1.0 × 106 W OR 1 000 000 W OR 1.0 MW A1
(c) (horizontal) wind has no effect on P.E gained / vertical force on water
OR same upward / vertical force acts on water
OR force from wind is horizontal B1
[Total: 8]
4 (a) 2 lines at 90 ° to each other of same length labelled 30 N or 6 cm B1
both lines 6.0 ± 0.2 cm. B1
arrows on the two lines drawn, either head to tail B1

OR a complete square shown with diagonal and arrows on adjacent sides
resultant in range 40–45 N B1
(b) (vertically) upwards B1

(c) same as value in (a), only if answer to (a) is a force

OR 40–45 N B1
[Total: 6]
5 (a) (i) (W = mg =1440 × 10 =) 14 400 N B1
(ii) (P =) F / A OR 14 400 / (1.5 × 1.2) C1
8000 Pa OR N / m2 A1
(b) (i) (P =) hρg OR 1.4 × 1000 × 10 C1
14 000 Pa OR N / m2 A1
(b) (ii) pressure on base of P smaller / Q greater M1
(with same volume removed) smaller decrease in depth in Q

OR height in Q is greater A1
[Total: 7]
6 (a) (molecules) move in random directions / randomly / with constant random motion / zig-
zag motion / in all directions B1
(molecules) have random speeds OR a range of speeds OR move (very) fast / at

(very) high speed B1
any 1 from:
(molecules) collide with each other
(molecules) move in straight lines between collisions
(molecules) change direction in collisions
(molecules) collide with walls (of cylinder) B1
(b) (i) pressure increases M1
more frequent collisions between molecules and walls

OR molecules collide with walls more often / at greater rate A1
(ii) pV = constant
OR p1V1 = p2V2 in any form
OR 1.0 × 105 × 500 = p2 × 240 C1
2.1 × 105 Pa to 2 or more sig. figs A1
[Total: 7]

7 (a) (a liquid evaporates) at any temperature / below the boiling point / over a range of
temperatures / below 100 oC / at different temperatures / not at a fixed temperature B1
(during evaporation) vapour forms at / escapes from the surface of the liquid B1
(without a supply of thermal energy,) evaporation continues / occurs / doesn’t stop

OR causes liquid to cool / is slower / reduces B1
(b) (i) (Q =) mL C1
OR 0.075 × 2.25 × 106
1.7 × 105 J A1
(ii) (E =) VIt OR 240 × 0.65 × (20 × 60) C1

OR P = IV and P = E / t OR energy / time
1.9 × 105 J A1
(iii) energy is transferred to the surroundings

OR in heating the surroundings / air / atmosphere / hot-plate B1
[Total: 8]
8 (a) speed of sound in gas: 300 m / s B1
speed of sound in solid: 3000 m / s B1
(b) particles / molecules / atoms oscillate / vibrate

OR pressure variation / compressions / rarefactions / displacements move B1
in the direction of travel (of the wave / sound) B1
(c) (i) two complete wavelengths / cycles with shorter wavelength B1
wave drawn has greater amplitude B1
(ii) higher frequency / pitch B1
louder / higher volume B1
[Total: 8]
9 (a) (i) (I =) V / R OR 6 / (12 + 4) OR 6 / 16 C1
0.38 A / 0.37 A A1

(ii) 1 / R = 1 / R1 + 1 / R2
OR (R =) R1 R2 / (R1 + R2)
OR above with numbers substituted C1
R = 3 (Ω) C1
(I = 6 / 3 =) 2(.0) A A1
OR ALTERNATIVE METHOD:
6 / 12 (C1)
+ 6/4 (C1)
2(.0) A (A1)
(b) (i) R ∝ l (in words or symbols)

OR directly proportional OR e.g. R doubles when l doubles B1
(ii) R ∝1 / A (or with words)

OR inversely proportional OR e.g. R doubles when A halves B1
(c) 4 / 12 OR 4:12 OR 1 / 3 OR 1:3 OR 0.33 B1
[Total: 8]
10 (a) slip-rings (and brushes) B1
(b) (i) sinusoidal curve, any value at t = 0 B1
(ii) appropriate T value indicated on graph B1
(iii) smaller T / time of one cycle OR higher frequency B1
higher maximum current / greater amplitude / higher peaks / higher peak-to-peak B1
(c) diode / rectifier B1
[Total: 6]
11 (a) γ: none / zero / 0 / neutral AND

2 cm (or more) of lead / thick lead / 50 cm (or more) of concrete B1
β: particle / electron AND

any named metal / glass / concrete OR 1 m of air B1
α: particle / helium nucleus / 2 protons + 2 neutrons / 42 He / 42 α AND

positive OR + OR +2 B1

(b) (i) 38
(ii) 90
(iii) 52
(iv) 38 B3
(c) 36 hours = 3 half-lives

OR halving in steps from 4800 to 600 seen C1
half-life = 12 hours OR 3 half-lives OR 2 / 3 of 36 C1
(further time to reduce to 150 Bq =) 24 (hours) A1
[Total: 9]

PHYSICS 0625/51
* 7 3 5 5 8 3 7 8 9 6 *
by phone: +44 1223 553554,
by fax: +44 1223 553558,
DC (NH/SW) 81259/4
2
the apparatus.
© UCLES 2014 0625/51/CI/M/J/14
3
Question 1
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Expendable spring, approximately 20 mm coiled length × 15 mm diameter, capable of supporting

at least 500 g without overstretching (e.g. Philip Harris expendable steel spring, B8G87194,
www.philipharris.co.uk). See note 1.
(ii) Metre rule.
(iii) A 300 g mass and a 500 g mass. See note 2.
(iv) 2 clamps, 2 bosses and a stand. See notes 3 and 4.
(v) A pin mounted in a cork. See note 3.
(vi) Stopwatch.
Notes
1. The spring must be capable of executing at least 10 complete oscillations (down, up and
back down) when one of the masses is suspended from the spring and given a small vertical
displacement.
2. Four 100 g slotted masses and a 100 g mass holder would be suitable. Alternatively, a suitable
light hook must be provided so that each mass can be hung from the spring.
3. Set up the apparatus as shown in Fig. 1.1, with no mass attached to the spring. The pin should be
positioned so that when a mass is attached to the spring, the pin is close to the mass.
4. The height of the top clamp must be such that when the 500 g mass is suspended from the spring
it is well clear of the bench.
clamp holding spring
spring
clamp holding
cork
pin in cork
bench
Fig. 1.1
Check that the apparatus is set up ready for the next candidate, as shown in Fig. 1.1.
Replace the spring if necessary.

4
Question 2
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(ii) 250 cm3 beaker containing approximately 200 cm3 of hot water. See note 2.
(iii) 250 cm3 beaker loosely filled with cotton wool.
(iv) Clamp, boss and stand.
(v) Stopclock, stopwatch or wall-mounted clock showing seconds. Candidates may use their own
wristwatch facility if they wish. The question will refer to a stopclock.
(vi) Supply of paper towels to soak up any spillages of water.
Notes
1. The clamp, boss, and stand are to be set up with the thermometer held in the clamp. The
candidates must be able to read temperatures up to 100 °C.
4. The candidates must be able easily and safely to move the thermometer in and out of the water.
Replace the hot water.

Check that the thermometer is arranged as described in note 1.
Check that the cotton wool is dry. Replace if necessary.
© UCLES 2014 0625/51/CI/M/J/14

5
Question 3
fixed (e.g. taped).
(ii) A lamp in a suitable holder. Any low voltage lamp will suffice, provided that it glows when
connected as shown in Fig. 3.1, with the sliding contact at point X.
(iii) Switch. The switch may be an integral part of the power supply.
(iv) Ammeter capable of reading up to 1.00 A with a minimum precision of 0.05 A.
(v) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V.
(vi) Metre rule.
(vii) Approximately 55 cm of straight, bare constantan (eureka) wire (diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg)) taped to a metre rule only between the 3 cm and
the rule is to be labelled X. The wire is to be labelled Y at the 25.0 cm mark. The wire is to be
labelled Z at the 50.0 cm mark. The candidates will be required to make connections at points
X, Y and Z.
(viii) Sliding contact, labelled S. This may be a jockey or a small screwdriver connected to a lead
(ix) Sufficient connecting leads to construct the circuit shown in Fig. 3.1, with two spare leads.
(x) Spare lamps and spare leads should be available.
Notes
power supply
A X Y Z
S
resistance
wire
Fig. 3.1
2. If a cell is to be used as the power supply, it must remain adequately charged throughout the
examination. Spare cells should be available.
Check that the circuit is arranged as shown in Fig. 3.1.

Check the power supply and lamp.
6
Question 4
(i) Sheet of plain A4 size paper with a hole in one corner, one per candidate. See note 2.
(ii) Plane mirror with a holder. See note 1.
(iii) Four optics pins.
(v) Protractor.
(vi) 50 cm or 30 cm rule, graduated in mm.
(vii) String or treasury tag (to tie the plain A4 sheet of paper into the Question Paper), one per
candidate.
Notes
1. The mirror should be capable of standing vertically with one edge on the sheet of plain A4 paper.
2. Spare sheets of plain paper should be available.
3. Spare pins should be available.
4. Spare mirrors should be available.
Supply a sheet of plain A4 paper, as in (i) above, and string or treasury tag.
© UCLES 2014 0625/51/CI/M/J/14

7
0625/51
General
in the scripts;

8
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ...................................................... SIGNED ...........................................................

© UCLES 2014 0625/51/CI/M/J/14

* 7 2 7 0 2 3 3 3 6 3 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (NH/SW) 81258/4
2
BLANK PAGE
© UCLES 2014 0625/51/M/J/14

3
1 In this experiment, you will investigate the motion of a mass hanging on a spring.
Carry out the following instructions, referring to Figs. 1.1 and 1.2. The spring has been set up for
you.
clamp
l0
pin in cork
mass
clamp
Fig. 1.1 Fig. 1.2
(a) Measure and record the length l0 of the unstretched spring, in mm.
l0 = .........................................mm [1]
(b) Suspend a mass of 300 g from the spring.
(i) Measure and record the new length l of the spring.
l = .........................................mm [1]
(ii) Calculate the extension e of the spring, using the equation e = (l –l0).
e = ..............................................mm
F
(iii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
Include the appropriate unit.
k = ....................................................
[1]

4
(c) Adjust the position of the lower clamp so that the pin is level with the bottom of the mass
when the mass is not moving. Pull the mass down a short distance and release it so that it
oscillates up and down. Fig. 1.3 shows one complete oscillation.
position of pin
highest position of mass
position of mass when

one complete oscillation
stationary
lowest position of mass
Fig. 1.3
(i) Measure and record the time t taken for 10 complete oscillations.
t = ....................................................
(ii) Calculate the time T taken for one complete oscillation.
T = ....................................................
[2]
(d) Replace the mass of 300 g with a mass of 500 g. Repeat the steps in part (c).
t = ....................................................
T = ....................................................
[2]
© UCLES 2014 0625/51/M/J/14

5
(e) A student suggests that the time T taken for one oscillation should not be affected by the
change in mass.
State whether your results support this suggestion. Justify your answer by reference to your
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(f) Explain briefly how you can avoid a line-of-sight (parallax) error when measuring the length of
the spring. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]

6
2 In this experiment, you will investigate the cooling of a thermometer bulb under different conditions.
thermometer thermometer
cotton wool
water
Fig. 2.1 Fig. 2.2
(a) Place the thermometer in the beaker of hot water, as shown in Fig. 2.1.
(i) When the thermometer reading stops rising, record the temperature θH of the hot water.
θH = ................................................[1]
(ii) Remove the thermometer from the beaker of hot water. Immediately start the stopclock.
(iii) After 30 s, measure the temperature θ shown on the thermometer. Record in Table 2.1
the time t = 30 s and the temperature reading.
(iv) Continue recording the time and temperature readings every 30 s until you have six sets
of readings.
Table 2.1
t/ θ/ θ/
[5]
© UCLES 2014 0625/51/M/J/14

7
(b) Complete the column headings in the table.
(c) Replace the thermometer in the beaker of hot water and record its temperature.
θH = ................................................[1]
(d) (i) Remove the thermometer from the beaker of hot water and place it in the beaker
containing cotton wool. Immediately start the stopclock. Ensure that the thermometer
bulb is completely surrounded by cotton wool as shown in Fig. 2.2.
(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) State whether the cotton wool insulation increases, decreases, or has no significant effect
on the rate of cooling of the thermometer bulb, compared with the rate of cooling with no
insulation. Justify your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(f) Suggest one condition that should be kept constant when this experiment is repeated.
...............................................................................................................................................[1]
[Total: 10]

8
3 In this experiment, you will investigate the resistance of a lamp filament.
power supply
A X Y Z
S
resistance
wire
Fig. 3.1
(a) (i) Switch on. Connect the sliding contact S to point X in the circuit. Measure and record the
potential difference V across the lamp and the current I in the circuit. Switch off.
V = ....................................................
I = ....................................................
[2]
V
(ii) Calculate the resistance R of the lamp filament using the equation R = .
I
R = ................................................[1]
(b) (i) Switch on. Connect the sliding contact S to point Y in the circuit. Measure and record the
V = ....................................................
I = ....................................................
V
I
R = ....................................................
[2]
© UCLES 2014 0625/51/M/J/14

9
(c) (i) Switch on. Connect the sliding contact S to point Z in the circuit. Measure and record the
V = ....................................................
I = ....................................................
V
I
R = ................................................[1]
(d) Comment on the effect of increasing the current I on the resistance of the lamp filament.
An increase in the current I in the lamp filament ......................................................................
...............................................................................................................................................[1]
(e) Suggest a practical reason why, if you were to repeat this experiment, the repeat
measurements might be slightly different from the results you obtained.
...................................................................................................................................................
...............................................................................................................................................[1]
(f) A student carries out this experiment using a different lamp. He takes readings using various
lengths of resistance wire in the circuit. He plots a graph of V / V against I / A.
Fig. 3.2 is a sketch of the graph.
V/V
0
0
I/A
Fig. 3.2
State whether the graph shows that the resistance increases, decreases or remains constant
as the current increases. Justify your conclusion by reference to the graph.
The resistance ............................................... .
justification ................................................................................................................................
...................................................................................................................................................
[2]
[Total: 10]
10
4 In this experiment, you will investigate reflection using a plane mirror.
M B ș R
30°
A L
ray-trace sheet eye
Fig. 4.1
© UCLES 2014 0625/51/M/J/14

11
(a) Draw a line 10 cm long near the middle of the ray-trace sheet. Label the line MR. Draw a
normal to this line that passes through its centre. Label the normal NL. Label the point at
which NL crosses MR with the letter B.
(b) Draw a line 8 cm long from B at an angle of incidence i = 30° to the normal, below MR and to
the left of the normal. Label the end of this line A.
(c) Place two pins P1 and P2 on line AB a suitable distance apart.
(d) Place the reflecting face of the mirror vertically on the line MR.
(e) View the images of pins 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 pins P3 and P4, and the images of P2 and P1,
all appear exactly one behind the other. Label the positions of P3 and P4.
(f) Remove pins P3 and P4 and the mirror. Draw the line joining the positions of P3 and P4.
Extend the line until it meets NL.
(g) Measure, and record in Table 4.1, the angle α between NL and the line joining the positions
of P3 and P4. At this stage the angle θ between the mirror and line MR is 0° as shown in the
table.
(h) Do not move pins P1 and P2. Draw lines at angles θ = 10°, 20°, 30° and 40° to MR, one of
which is shown in Fig. 4.1. Repeat steps (d) to (g), placing the mirror on each of the new lines
in turn, so that you obtain five sets of readings.
[5]
Table 4.1
θ /° α /°
0
10
20
30
40

12
(i) Plot a graph of α / ° (y-axis) against θ / ° (x -axis).
[5]
Tie your ray-trace sheet into this Booklet between pages 10 and 11.
[Total: 10]
© UCLES 2014 0625/51/M/J/14

0625 PHYSICS
0625/51 Paper 5 (Practical Test), maximum raw mark 40
1 (a) l0 recorded in mm [1]
(b)(i)(ii) l recorded and > l 0, e correctly calculated [1]
(iii) correct calculation of k with matching unit [1]
(c) (i) t recorded with sensible value [1]
(ii) T correct and to 2 or 3 significant figures [1]
(d) t and T both recorded and ratio T500/T300 in range 1.17 – 1.43 [1]
unit s in (c) and (d) at least once and not contradicted [1]
(e) statement matches results (expect NO) [1]
justified with reference to results, must include idea of too big a

difference (to be due to experimental inaccuracy), ecf [1]
(f) clear diagram or explanation that indicates:

perpendicular viewing of spring or scale
OR rule touching / very close to spring
OR appropriate use of horizontal pointer/set square/rule, etc. [1]
[Total: 10]
2 (a) sensible value for θH [1]
table:
s, oC, oC [1]
correct t values 30, 60, 90, 120, 150, 180 [1]
evidence of temperatures to 1 oC or better [1]
with insulation, smaller decrease in temperature [1]
(c) sensible new value for θH [1]
(e) statement to match results [1]
justified by reference to results, giving numbers referring to temperature drops [1]

(f) any one from:

• room temperature (or suitable reference to draughts or similar)
• starting temperature
• density of packing/amount of cotton wool
• size of beaker [1]
[Total: 10]
3 (a) (i) V to at least 1 d.p. and < 3V [1]
I to at least 2 d.p. and < 1A [1]
(ii) R calculated correctly [1]
(b) (i) V and I recorded with I greater than in (a) [1]
(ii) V in V, I in A, R in Ω in (a), (b) and (c) at least once, not contradicted [1]
(c) R to 2 or 3 significant figures [1]
(d) R increases, ecf [1]
(e) one from:

• exact placement of S
• width of S
• battery running down / voltage changed
• wire / lamp getting hot (and so resistance changing)
• lamp remaining hot [1]
(f) increases [1]
V increases more quickly than I (accept greater rate)

or V increases proportionately more than I
or doubling V causes I to increase by less than double
allow gradient is increasing [1]

4 trace:
normal at 90o in correct position [1]
angle of incidence 30o ± 2o and AB 8.0 cm ± 2 mm [1]
all lines present and neat and in approximately correct positions [1]
θ values correctly measured from ray-trace to ± 2o [1]
P1P2 distance [ 5.0 cm [1]
table:
first three α values 30°, 50°, 70° all to ± 5° (no ecf) [1]
graph:
suitable scales [1]
good line judgement, single, thin, continuous line [1]
[Total: 10]

* 7 1 7 7 3 6 6 1 4 5 *
PHYSICS 0625/61
1 hour

DC (SJF/KN) 81312/3
2
1 The IGCSE class is investigating the motion of a mass hanging on a spring.
Fig. 1.1 shows the apparatus
l0 spring
clamp holding
cork
pin in cork
bench
Fig. 1.1
(a) On Fig. 1.1, measure the length l 0 of the unstretched spring, in mm.
l 0 = ........................................ mm [1]
(b) The diagram is drawn one tenth of actual size. Write down the actual length L0 of the
unstretched spring, in mm.
L0 = .........................................mm [1]
A student hangs a 300 g mass on the spring and measures the new length L of the spring.
255 mm
L = ....................................................
(i) Calculate the extension e of the spring using the equation e = (L – L0 ).
e = ..............................................mm
F
(ii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
Include the appropriate unit.
k = ....................................................
[2]
© UCLES 2014 0625/61/M/J/14
3
(c) The student adjusts the position of the lower clamp so that the pin is level with the bottom
of the mass when the mass is not moving. She pulls the mass down a short distance and
releases it so that it oscillates up and down. Fig. 1.2 shows one complete oscillation.
position of pin
highest position of mass
position of mass when one complete oscillation

stationary
lowest position of mass
Fig. 1.2
She measures the time t taken for 20 complete oscillations.

26.84 s
t = ....................................................
Calculate the time T taken for one complete oscillation.
T = ............................................... [1]
(d) She replaces the 300 g mass with a 500 g mass. She repeats the timing as described in part
(c).
34.48 s
t = ....................................................
(i) Calculate the time T taken for one complete oscillation.
T = ....................................................
(ii) The student suggests that the time taken for the oscillations of the spring should not be
affected by the change in mass.
State whether her results support this suggestion and justify your answer by reference to
the results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

4
(e) Explain briefly how you avoid a line-of-sight (parallax) error when measuring the length of a
spring in this type of experiment. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
© UCLES 2014 0625/61/M/J/14

5
2 A student carries out an experiment to compare how quickly thermal energy is conducted along
rods made from different metals. Each rod is heated at one end with a Bunsen burner flame.
Each rod carries a marker held on the rod with a little wax. When the wax melts, the marker falls.
wax
rod marker
heat
tripod
bench
Fig. 2.1
(a) One other piece of equipment is required to compare how quickly thermal energy is conducted.
Name this piece of equipment.
...............................................................................................................................................[1]
(b) Suggest three possible variables that the student should keep constant in order to make a
fair comparison between the different metals.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
[3]
(c) Another student suggests that it would be helpful to measure the temperatures at both ends
of the rod. He suggests using a liquid-in-glass thermometer, normally used for measuring the
temperature of hot water.
Suggest two reasons why a liquid-in-glass thermometer is not suitable.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 6]

6
3 The IGCSE class is investigating the cooling of a thermometer bulb under different conditions.
A student places a thermometer in a beaker of hot water, as shown in Fig. 3.1.
110 °C
100
90
80
70
60
50
thermometer
40
30
20
10
0
–10
water
Fig. 3.1 Fig. 3.2
(a) Write down the temperature θH of the hot water, as shown on the thermometer in Fig. 3.2.
θH ............................................... [1]
(b) The student removes the thermometer from the beaker of water. He immediately starts a
stopclock. He records the temperature θ every 30 s. The readings are shown in Table 3.1.
Table 3.1
t/ θ/ θ/
30 78 84
60 71 79
90 67 76
120 65 74
150 63 73
© UCLES 2014 0625/61/M/J/14

7
He replaces the thermometer in the beaker of hot water and records its temperature.
90 °C
θH ....................................................
He removes the thermometer from the beaker of hot water and places it in a beaker containing
only dry cotton wool. The thermometer bulb is completely surrounded by cotton wool. He
immediately starts a stopclock, and records the temperature θ every 30 s. The readings are
shown in Table 3.1.

(ii) State whether the cotton wool insulation increases, decreases, or has no significant
effect on the rate of cooling of the thermometer bulb, compared with the rate of cooling
with no insulation. Justify your answer by reference to the results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
[2]
(c) Suggest two conditions that should be kept constant when this experiment is repeated.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 6]

8
4 The IGCSE class is investigating the resistance of a lamp filament.
The circuit is shown in Fig. 4.1.
power supply
A X Y Z
S
resistance
wire
Fig. 4.1
(a) A student connects the sliding contact S to point X in the circuit. She measures the potential
difference V across the lamp and the current I in the circuit. The meters are shown in Fig. 4.2.
4 5 6 0.4 0.6
3 7
2 8 0.2 0.8
1 9
0 V 10 0 A 1.0
Fig. 4.2
(i) Write down the readings shown on the meters in Fig. 4.2.
V = ....................................................
I = ....................................................
[2]
V
I
R = ............................................... [2]
© UCLES 2014 0625/61/M/J/14

9
(b) The student repeats the steps in (a) with the sliding contact S at point Y and then at point Z.
Comment on the effect, if any, on the brightness of the lamp that you would expect to see
when the sliding contact is moved from X to Y to Z.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) The student moves the sliding contact S back to point X.
Suggest one practical reason why the new meter readings might be slightly different from
those shown in Fig. 4.2.
...................................................................................................................................................
...............................................................................................................................................[1]
(d) Another student carries out the experiment using a different lamp. He takes readings using
various lengths of resistance wire in the circuit. He plots a graph of V / V against I / A.
Fig. 4.3 is a sketch of the graph.
V/V
0
0 I/A
Fig. 4.3
State whether the graph shows that the resistance increases, decreases or remains constant
as the current increases. Justify your conclusion by reference to the graph.
The resistance ............................................... .
justification ................................................................................................................................
...................................................................................................................................................
[2]
[Total: 8]

10
5 The IGCSE class is investigating reflection using a plane mirror.
Fig. 5.1 shows a student’s ray-trace sheet with a line MR drawn on it. In the experiment the
reflecting face of a mirror is placed vertically on the line MR. The additional dashed line shows a
second mirror position.
ray-trace sheet
N
B ș
M R
P3
P4
Fig. 5.1
(a) NL is a normal to line MR. Draw a line 8.0 cm long from B at an angle of incidence i = 30° to
the normal, below MR and to the left of the normal. Label the end of this line A. [1]
(b) The student places two pins, P1 and P2, on line AB a suitable distance apart for this ray
tracing experiment. He views the images of pins P1 and P2 in the mirror and places two pins
P3 and P4 so that pins P3 and P4, and the images of P2 and P1, all appear exactly one behind
the other. The positions of P3 and P4 are shown in Fig. 5.1.
(i) Draw the line joining the positions of P3 and P4. Extend the line until it meets NL.
(ii) Measure the angle α0 between NL and the line joining the positions of P3 and P4. At this
stage the angle θ between the mirror and line MR is 0°.
α0 = ....................................................
[2]
© UCLES 2014 0625/61/M/J/14

11
(c) The student draws lines at angles θ = 10°, 20°, 30°, and 40° to MR. The first line, at 10° to
MR, is shown in Fig. 5.1. He repeats the procedure described in part (b), placing the mirror on
each of the new lines in turn. The readings are shown in Table 5.1.
Table 5.1
θ/° α/ °
10 51
20 69
30 90
40 111
50 130
Plot a graph of α / ° (y-axis) against θ / ° (x -axis).
[5]
G = ............................................... [2]

12
(e) In this experiment, when the mirror is moved though an angle θ, the reflected ray moves
through an angle (α – α0).
Table 5.2
θ/° α/ ° (α – α0)/°
10 51
20 69
30 90
40 111
50 130
(i) Complete Table 5.2.
(ii) Suggest the relationship between (α – α0) and θ. You may express the relationship in
words or as an equation.
...........................................................................................................................................
...........................................................................................................................................
[1]
(f) State one precaution, to improve accuracy, which you would take in this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 12]
© UCLES 2014 0625/61/M/J/14

0625 PHYSICS
1 (a) (b) 21 (mm) [1]
210 (mm) ecf from l0 [1]
(b) 45 (mm) and

0.067 or 0.0667 (N / mm), 2 or 3 sig. figs.
ecf from l0 and L0 [1]
correct unit N / mm or N / m or N / cm as appropriate [1]
(c) T = 1.342 (s) or 1.34 (s) [1]
(d) T = 1.724 s (no mark)

statement NO (ecf from (c)) [1]
difference too large (for experimental inaccuracy) (ecf) [1]
(e) clear diagram or explanation that indicates:

perpendicular viewing of spring or scale
OR appropriate use of horizontal pointer / set square / rule, etc.
OR rule touching / very close to spring [1]
[Total: 8]
2 (a) stopwatch / stopclock [1]
(b) any three from:

• length of rod
• diameter / thickness / area (of cross-section) of rod
• amount of wax / type of wax
• weight / size/mass of marker
• position for the markers
• (Bunsen) flame / (rate of) heating
• position of Bunsen / flame
• position of rod on tripod [max 3]
(c) temperature too high

or thermometer only measures up to about 100 °C
or small range [1]
thermometer / bulb can’t make proper contact [1]
[Total: 6]

3 (a) θH = 92 (°C) [1]
(b) (i) table: s, °C, °C [1]
(ii) decreases [1]
justified by reference to results, giving numbers referring to temperature drops [1]
(c) any two from:

• room temperature / air conditioning / draughts / environmental conditions
• starting temperature (of thermometer) / temperature of (hot) water
• density of packing / amount of cotton wool / dryness of cotton wool [max 2]
[Total: 6]
4 (a) (i) 1.9 (V) [1]
0.26 (A) [1]
(ii) R = 7.3 (7.3077) (Ω) accept any sig. figs. > 2, ecf allowed [1]
all units V, A, Ω correct, symbols or words [1]
(b) brightness increases (from X to Z) [1]
(c) one from:

• exact placement of S
• width of S
• battery running down / voltage changed
• wire/lamp getting hot
• resistance of lamp / wire changed [max 1]
(d) increases (note: if this mark is not scored, the next mark cannot be scored) [1]
V increases more quickly than I (accept greater rate)

or V increases proportionately more than I
or doubling V causes I to increase by less than double
allow gradient is increasing [1]
[Total: 8]

5 (a) angle of incidence 30° and AB 8.0 cm single, continuous, straight line [1]
(b) P3P4 line correct and neat [1]
αo = 30 ±1o [1]
(c) graph:
suitable scales, i.e. y-axis 2 cm = 20°, x-axis 2 cm = 10° [1]
single, thin, continuous line, neat points [1]
(d) triangle method seen on graph with triangle using at least half of line [1]
G between 1.9 and 2.1, ecf for axes wrong way round [1]
(e) (α – αo) = 2θ or words to that effect, no ecf [1]
(f) any one from:

large(r) pin separation
view bases of pins (or ensure pins vertical)
repeat and average
thin(ner) pins
thin(ner) lines / sharp(er) pencil [max 1]
[Total: 12]

PHYSICS 0625/11
45 minutes
Soft clean eraser
*6194823567*

IB15 06_0625_11/2RP
2
1 A geologist compares the volumes of three rocks, X, Y and Z. Three measuring cylinders contain
different volumes of water. He places each rock into one of the measuring cylinders.
The diagrams show the measuring cylinders before and after the rocks are put in.
to find the to find the to find the

volume of X volume of Y volume of Z
cm3 cm3 cm3 cm3 cm3 cm3
100 100 100 100 100 100
90 90 90 90 90 90
80 80 80 80 80 80
70 70 70 70 70 70
60 60 60 60 60 60
50 50 50 50 50 50
40 40 40 40 40 40
30 30 X 30 30 Y 30 30 Z
20 20 20 20 20 20
10 10 10 10 10 10
before after before after before after
Which row shows the volumes of X, Y and Z in order, from largest to smallest?
largest smallest
volume volume
A X Z Y
B Y X Z
C Y Z X
D Z Y X
© UCLES 2015 0625/11/M/J/15

3
2 A car moves with constant speed and then constant acceleration.
Which graph is the speed-time graph for the car?
A B C D
speed speed speed speed
0 0 0 0
0 time 0 time 0 time 0 time
3 A car travels 100 km. The journey takes two hours. The highest speed of the car is 80 km / h, and
the lowest speed is 40 km / h.
What is the average speed for the journey?
A 40 km / h B 50 km / h C 60 km / h D 120 km / h
4 Diagram 1 shows a piece of foam rubber that contains many pockets of air. Diagram 2 shows the
same piece of foam rubber after it has been compressed so that its volume decreases.
diagram 1 diagram 2
(before compression) (after compression)
What happens to the mass and to the weight of the foam rubber when it is compressed?
mass weight
A increases increases
B increases no change
C no change increases
D no change no change

4
5 A metal block has the dimensions shown. Its mass is 1000 g.
5 cm
10 cm
2 cm
What is the density of the metal?

 5 × 10  3
A   g / cm
 1000 × 2 
 2 × 5 × 10  3
B   g / cm
 1000 
 1000 × 2  3
C   g / cm
 5 × 10 
 1000  3
D   g / cm
 2 × 5 × 10 
6 Four objects are each acted on by only two forces, as shown.
Which object is in equilibrium?
A B C D
1.0 N 2.0 N 3.0 N 4.0 N
2.0 N 2.0 N 2.0 N 4.0 N
© UCLES 2015 0625/11/M/J/15

5
7 A student measures the length of a spring. She then hangs different weights from the spring. She
measures the length of the spring for each different weight.
weight / N length / mm
0 520
1.0 524
2.0 528
3.0 533
4.0 537
5.0 540
What is the extension of the spring when the weight hung from it is 3.0 N?
A 4 mm B 5 mm C 12 mm D 13 mm
8 Which energy resource is used to generate electricity without using any moving parts?
A geothermal
B hydroelectric
C nuclear
D solar
9 A cyclist travels down a hill from rest at point X, without pedalling.
The cyclist applies his brakes and the cycle stops at point Y.
hill
Y
Which energy changes have taken place between X and Y?
A gravitational potential → kinetic → thermal (heat)
B gravitational potential → thermal (heat) → kinetic
C kinetic → gravitational potential → thermal (heat)
D kinetic → thermal (heat) → gravitational potential

6
Which height is used as a measurement of atmospheric pressure?
D
mercury
C
B
11 A block with flat, rectangular sides rests on a table.
block
table
The block is now turned so that it rests with its largest side on the table.
How has this change affected the force and the pressure exerted by the block on the table?
force pressure
A decreased decreased
B decreased unchanged
C unchanged decreased
© UCLES 2015 0625/11/M/J/15

7
12 Two states of matter are described as follows.
In state 1, the molecules are very far apart. They move about very quickly at random in straight
lines until they hit something.
In state 2, the molecules are quite closely packed together. They move about at random. They do
not have fixed positions.
What is state 1 and what is state 2?
state 1 state 2
A gas liquid
B gas solid
C liquid gas
D solid liquid
13 The pressure of a fixed mass of gas in a cylinder is measured. The temperature of the gas in the
cylinder is then slowly increased. The volume of the cylinder does not change.
Which graph shows the pressure of the gas during this process?
A B
pressure pressure
0 0
0 time 0 time
C D
pressure pressure
0 0
0 time 0 time

8
14 The thermometer in the diagram has no scale.
stem
bulb
Where must the bulb be placed so that 0 °C can be marked on the stem?
A in a freezer
B in pure boiling water
C in pure cold water
D in pure melting ice
15 A solid is heated from room temperature.
The graph shows how its temperature changes with time as it is heated constantly.
At which time has it just become completely liquid?
temperature
room temperature
0
0 A B C D
time
© UCLES 2015 0625/11/M/J/15

9
16 Thermal energy travels through space from the Sun to the Earth. Space is a vacuum.
How is thermal energy transferred from the Sun to the Earth?
A by conduction only
B by convection only
C by radiation only
D by convection and radiation
17 A cupboard is placed in front of a heater. Air can move through a gap under the cupboard.
wall
cupboard
heater
air moves through gap
floor
Which row describes the temperature, and the direction of movement, of the air in the gap?
air temperature air direction
A cool away from the heater

B cool towards the heater
C warm away from the heater
D warm towards the heater
18 What is the number of wavefronts per second that pass a fixed point?
A the amplitude of the wave

B the frequency of the wave
C the speed of the wave
D the wavelength of the wave

10
19 The diagrams represent water waves in a tank.
Which diagram represents a wave that changes speed?
A B C D
barrier barrier barrier
deeper shallower
water water
20 The diagram shows the electromagnetic spectrum, in order of increasing wavelength.
Three types of radiation, P, Q and R, are missing from the spectrum diagram.
γ-rays X-rays P visible light Q microwaves R
Which types of electromagnetic radiation are represented by P, by Q and by R?
P Q R
A infra-red radio waves ultraviolet

B infra-red ultraviolet radio waves
C ultraviolet infra-red radio waves
D ultraviolet radio waves infra-red
21 Radiation from the Sun is dispersed by a prism. The prism does not absorb any of the radiation.
Four identical thermometers are placed, one at each of the labelled positions.
In which position does the thermometer show the greatest rise in temperature?
prism
radiation from
the Sun
A
B red light
C violet light
D
© UCLES 2015 0625/11/M/J/15

11
22 A scientist tries to direct a ray of light in a glass block so that no light escapes from the top of the
block.
However, some light does escape.
light escaping
from top of block
top of block
glass block
X
ray of
light
The scientist changes angle X and stops the light escaping from the top.
Which row in the table describes the change to angle X and the name of the effect produced?
change to angle X name of effect produced
A decrease total internal reflection

B decrease total internal refraction
C increase total internal reflection
D increase total internal refraction
23 Which row states two properties of sound waves?
can travel through type of wave
A a vacuum longitudinal
B a vacuum transverse
C water longitudinal
D water transverse

12
24 A man holding a starting pistol stands 640 m away from a spectator.
640 m
spectator
The spectator hears the sound of the starting pistol 2.0 s after seeing the flash from the pistol.
Using this information, what is the speed of sound in air?
A 160 m / s B 320 m / s C 640 m / s D 1280 m / s
25 A magnet is placed on a balance. The balance reading changes when an iron bar or another
magnet is held close to the first magnet.
The arrangements are shown in the diagrams.
S
iron bar
N
S S S
N N N
100 g g g
diagram 1 diagram 2 diagram 3
Which row gives the balance reading in diagram 2 and in diagram 3?
balance reading in diagram 2 balance reading in diagram 3

/g /g
A less than 100 less than 100

B less than 100 more than 100
C more than 100 less than 100
D more than 100 more than 100
© UCLES 2015 0625/11/M/J/15

13
26 An electromagnet with a soft-iron core is connected to a battery and an open switch. The soft-iron
core is just above some small soft-iron nails.
electromagnet
soft-iron core
soft-iron nails
The switch is now closed, left closed for a few seconds, and then opened.
What do the soft-iron nails do as the switch is closed, and what do they do when the switch is
then opened?
as switch is closed as switch is opened
A nails jump up nails fall down

B nails jump up nails stay up
C nails stay down nails jump up
D nails stay down nails stay down
27 The diagram shows a piece of metal resistance wire.
Which wire, made of the same metal, has a smaller resistance?
A a wire of the same length with a larger diameter

B a wire of the same length with a smaller diameter
C a wire of greater length with the same diameter
D a wire of greater length with a smaller diameter
28 What is the unit of electromotive force (e.m.f.)?
A ampere
B joule
C volt
D watt

14
29 The circuit diagram shows a 4.0 Ω resistor and an 8.0 Ω resistor connected to a 6.0 V battery.
6.0 V
4.0 Ω 8.0 Ω
What is the current in the battery?
A 0.50 A B 0.75 A C 1.5 A D 2.0 A
30 The diagram shows a circuit which includes an uncharged capacitor and a switch.
X switch
capacitor
The switch can be moved between position X and position Y.
What happens to the capacitor when the switch is moved to position X, and what happens when
the switch is then moved to position Y?
switch at X switch at Y
A capacitor charges capacitor charges

B capacitor charges capacitor discharges
C capacitor discharges capacitor charges
D capacitor discharges capacitor discharges
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15
31 The diagram shows a 3.0 Ω resistor and a 6.0 Ω resistor connected in parallel.
3.0 Ω
6.0 Ω
What is the total resistance of this arrangement?
A less than 3.0 Ω
B 3.0 Ω
C 4.5 Ω
D more than 6.0 Ω
32 The diagram shows a 10 Ω resistor and a 20 Ω resistor connected in a potential divider circuit.
10 Ω
12.0 V
20 Ω V
What is the reading on the voltmeter?
A 4.0 V B 6.0 V C 8.0 V D 12.0 V

16
33 In the circuit shown, only one of the fuses has blown, but none of the lamps is lit.
Which fuse has blown?
power
supply
B C
D
34 Which diagram shows the pattern of the magnetic field produced by a current-carrying solenoid?
A B C D
solenoid solenoid solenoid solenoid
35 What is an advantage of transmitting electricity at a high voltage?
A It is faster.
B It is safer.
C Less energy is wasted.
D Less equipment is needed.
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17
36 A transformer has 1200 turns on its primary coil and 400 turns on its secondary coil. An output
voltage of 90 V is induced across the secondary coil.

1200 turns 400 turns
output
voltage
90 V
What is the input voltage of the transformer?
A 30 V B 90 V C 270 V D 1200 V
37 The diagram shows a design for a cathode-ray tube. A tube with this design does not work.
power
supply
heated
anode vacuum
cold
cathode
Which change should be made so that the tube works properly to produce cathode rays?
A Heat the cathode instead of the anode.

B Reverse the connections of the power supply.
C Use air in the tube instead of a vacuum.
D Use an a.c. power supply instead of a d.c. power supply.
38 Which row gives the properties of the radiation from radioactive materials?
most penetrating radiation most highly ionising radiation
A α β
B β γ
C γ α
D γ γ

18
39 In a laboratory, a detector of ionising radiation records an average background count rate of

8 counts per second.
detector
counts / s
A radioactive source is now placed close to the detector. The count rate on the detector rises to
200 counts per second.
detector
counts / s
radioactive
source
What is the count rate due to radiation from the radioactive source?
A 25 counts / s
B 192 counts / s
C 200 counts / s
D 208 counts / s
14
40 6C is a nuclide of carbon.
What is the composition of one nucleus of this nuclide?
neutrons protons
A 6 8
B 6 14
C 8 6
D 14 6
© UCLES 2015 0625/11/M/J/15

19
BLANK PAGE
© UCLES 2015 0625/11/M/J/15

20
BLANK PAGE
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
© UCLES 2015 0625/11/M/J/15

0625 PHYSICS
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some

Cambridge IGCSE – May/June 2015 0625 11
Question Question
Key Key
Number Number
1 B 21 A
2 C 22 C
3 B 23 C
4 D 24 B
5 D 25 A
6 B 26 A
7 D 27 A
8 D 28 C
9 A 29 A
10 C 30 B
11 C 31 A
12 A 32 C
13 C 33 A
14 D 34 D
15 C 35 C
16 C 36 C
17 B 37 A
18 B 38 C
19 D 39 B
20 C 40 C

* 0 9 3 0 7 9 3 0 0 9 *
PHYSICS 0625/21
1 hour 15 minutes

DC (NF/SW) 90323/2
2
1 A student has a stack of 20 identical coins.
Fig. 1.1 shows the student measuring the height of the stack using a ruler.
cm
15
eye
10
5
stack of
20 coins
Fig. 1.1
(a) With his eye at the position shown, the student’s measurement of the height of the stack is
6.8 cm.
Suggest two reasons why the student’s measurement is inaccurate.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
(b) Another student correctly determines the height of the stack as 7.7 cm.
Calculate the average thickness of one coin.
thickness = .................................................... cm [2]
© UCLES 2015 0625/21/M/J/15

3
(c) The mass of a single coin is 12 g.
State this mass in kg.
mass = ..................................................... kg [1]
[Total: 5]

4
2 (a) A car is travelling at a constant speed of 80 km / h.
Calculate the distance travelled by the car in half an hour.
distance = .................................................... km [1]
(b) The car in Fig. 2.1 is travelling along a road on which there is a speed detector.
The speed detector consists of two parallel strips attached to the road and connected to a
timer.
speed
detector
strips
Fig. 2.1
The speed detector strips are 0.50 m apart. The time interval between the car hitting the first
strip and the second strip is 0.040 s.
Calculate the average speed of the car between the strips.
speed = ................................................... m / s [3]
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5
(c) (i) A car is travelling at a speed of 15 m / s. The driver applies the brakes and brings the car
to a stop.
Fig. 2.2 represents the last part of the journey.
16
14
12
speed
m / s 10
0
0 1 2 3 4 5 6 7 8 9 10 11 12
time / s
Fig. 2.2
Calculate the distance travelled by the car as it slows down.
distance = ...................................................... m [2]
(ii) On another occasion, the car is travelling at the same speed of 15 m / s when the driver
sees a hazard ahead. She uses emergency braking to stop the car in 2.0 seconds.
On Fig. 2.2, draw the speed-time graph for the emergency stop. [1]
[Total: 7]

6
3 A student is sitting on a chair as shown in Fig. 3.1.
Fig. 3.1
(a) (i) Estimate the mass of the student. .............................................................. [1]

(ii) Which statement is correct for the mass of the chair on the Moon and the mass of the
chair on the Earth?
Tick the box next to the correct statement.
The mass of the chair is greater on the Moon.
The mass of the chair is less on the Moon but not zero.
The mass of the chair is the same on the Moon.
The mass of the chair is zero on the Moon.

[1]
(b) The student tips his chair back to the position shown in Fig. 3.2.
centre of mass of
student and chair
Fig. 3.2
(i) State and explain how the pressure exerted by the chair on the floor in Fig. 3.2 compares
with the pressure exerted by the chair in Fig. 3.1.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
© UCLES 2015 0625/21/M/J/15

7
(ii) Explain why the chair will topple over backwards. You may draw on Fig. 3.2 as part of
your answer.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]

8
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9
4 Fig. 4.1 shows a battery-operated alarm clock.
11 12 1
10 2
9 3
8 4
7 6 5
Fig. 4.1
Use words from the box to complete the sentences.
chemical electrical kinetic light sound thermal
The battery stores ...................................... energy. When the battery is first connected, electrical
energy is transferred to ...................................... energy of the clock’s hands. Some of the electrical
energy is transferred to the surroundings as ...................................... energy. When the alarm bell
rings, electrical energy is transferred to ...................................... energy. [4]
[Total: 4]

10
5 (a) Fig. 5.1 shows four traces produced by an oscilloscope for different sounds. For each trace
the same settings of the oscilloscope were used.
A B C D
Fig. 5.1
(i) In the box, write the letter A, B, C or D of the trace showing the sound with the highest
pitch.
[1]
(ii) Complete the statement using the letters of the traces.
The two traces that have the same amplitude are ......... and ......... . [1]
(b) Students are provided with a 100 m tape measure and stopwatches. The teacher has a
starting pistol.
Describe an experiment that they can carry out to determine the speed of sound in air.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 7]
© UCLES 2015 0625/21/M/J/15
11
6 A round-bottomed flask is connected to a mercury manometer. The air inside the flask is warm.
The arrangement is shown in Fig. 6.1.
mm
500
400
mercury
300
air
200
100
Fig. 6.1
(a) (i) State the scale reading for the left-hand column.
left-hand column = ......................................................... mm
State the scale reading for the right-hand column.
right-hand column = ......................................................... mm

[1]
(ii) Atmospheric pressure is equal to 760 mm of mercury.
Calculate the pressure of the air inside the flask.
pressure = ................................. mm of mercury [3]
(b) The air inside the flask cools.
(i) State what happens to the pressure of the air inside the flask as the air cools.
...................................................................................................................................... [1]
(ii) In terms of the air molecules, state two ways in which the air changes as it cools.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]
12
7 Fig. 7.1 shows a domestic hot water system.
to taps
metal
storage
water tank
jacket heater
from
water
supply
Fig. 7.1
(a) The heater is placed at the bottom of the storage tank.
(i) Name the process by which water in contact with the heater becomes hot.
...................................................................................................................................... [1]
(ii) 1. Explain how the water at the top of the storage tank becomes hot. Include the word
density in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
2. State the name given to this process.
...................................................................................................................................... [1]
(b) Hot water storage tanks are often covered in a material such as polystyrene or a ‘jacket’ made
from a woollen material.
(i) State the purpose of this covering.
...................................................................................................................................... [1]
(ii) Suggest two reasons why the use of such a material is important.
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
[Total: 8]
© UCLES 2015 0625/21/M/J/15
13
8 (a) A ray of red light passes through a glass block, as shown in Fig. 8.1.
air
glass
ray of red light
Fig. 8.1
(i) On Fig. 8.1, clearly label the angle of refraction. [1]

(ii) State the name given to the dashed line drawn at 90° to the boundary.
...................................................................................................................................... [1]
(b) A roadside reflector is made of plastic. It reflects the light from car headlamps.
Fig. 8.2 shows part of the path of a ray of light through the reflector.
A roadside
45° reflector
45°
Fig. 8.2
The critical angle for the plastic is less than 45°.
(i) On Fig. 8.2, complete the path of the ray of light. [1]
(ii) State the term used to describe this type of reflection.
...................................................................................................................................... [1]
(iii) Explain why the ray turns though 90° at A.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 5]

14
9 In cold weather, houses are often heated with an electrical heater.
Fig. 9.1 shows a simplified electrical circuit for a household heater.
Fig. 9.1
(a) What does the symbol represent?
.............................................................................................................................................. [1]
(b) The heater has three identical heating elements, a fan driven by a motor and a lamp.
Name the components that are working when switch A only is closed.
.............................................................................................................................................. [1]
(c) The heater has two switches, B and C, to give high, medium and low heat settings.
Identify how each heat setting is obtained. Complete the table by adding ticks to represent a
closed switch.
heater settings switch B switch C

high
medium
low
[3]
(d) Write down the equation that relates resistance, potential difference (p.d.) and current.
.............................................................................................................................................. [1]
© UCLES 2015 0625/21/M/J/15

15
(e) The current in one of the heating elements is 5.0 A. The resistance of the heating element
is 50 Ω.
Calculate the p.d. across the heating element. Include the appropriate unit.
p.d. = ........................................................... [2]
(f) Explain how the component with the symbol protects the circuit.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 10]

16
10 (a) The box below contains the names of some metals.
copper gold iron lead silver steel
Circle the metals which may be attracted to a magnet. [2]
(b) A student has 3 metal bars which all look the same. Two of the metal bars are magnets and
one is not.
Explain how the student can identify the two magnets without using any other equipment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) From the metals given in (a), state the name of the metal that can be used to make a
permanent magnet.
.............................................................................................................................................. [1]
(d) Fig. 10.1 shows a vertical wire passing through a horizontal piece of card.
wire
Fig. 10.1
There is a direct current (d.c.) in the wire. The current produces a magnetic field around the
wire.
(i) Name a piece of equipment that can be used to investigate the magnetic field produced
by the current-carrying wire.
...................................................................................................................................... [1]
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17
(ii) Fig. 10.2 shows the wire and the card viewed from above.
vertical
wire
Fig. 10.2
On Fig. 10.2, carefully draw two complete field lines produced by the current-carrying
wire. [1]
[Total: 7]

18
11 Fig. 11.1 represents the electromagnetic spectrum.
a-rays X-rays ultra- visible radio

violet light waves
Fig. 11.1
(a) Identify one feature that is the same for all radiations that form the electromagnetic spectrum.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) Fill in the blank spaces between visible light and radio waves by adding the names of the
radiations. [2]
(c) State the radiation that has the shortest wavelength.
.............................................................................................................................................. [1]
(d) (i) Describe a common use of X-rays.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) State a precaution taken by those who work with X-rays.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 6]
© UCLES 2015 0625/21/M/J/15

19
12 Some water is contaminated with a radioactive element.
In a laboratory, the count rate from a sample of the contaminated water is measured every 10 days.
The results are shown in the table.
time / days 0 10 20 30 40 50 60 70
count rate
3250 2300 1650 1200 980 550 400 320
counts / s
(a) On Fig. 12.1, complete the graph by plotting the first three points and drawing the best-fit
curve. [2]
3500
3000
2500
count-rate
counts / s 2000
1500
1000
500
0
0 10 20 30 40 50 60 70 80
time / days
Fig. 12.1
(b) One of the readings is incorrect due to an error.
Circle this point on the graph and estimate the correct count rate for this day.
count rate = ........................................................... [2]
(c) Use the graph to determine the half-life of the radioactive element. Ignore background
radiation.
half-life = ........................................................... [3]
[Total: 7]
© UCLES 2015 0625/21/M/J/15

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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
© UCLES 2015 0625/21/M/J/15

0625 PHYSICS

B marks are independent marks, which do not depend on any other marks. For a B mark to
be scored, the point to which it refers must actually be seen in the candidate's
answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M
mark to be scored, the point to which it refers must be seen in a candidate's
answer. If a candidate fails to score a particular M mark, then none of the dependent
A marks can be scored.
C marks are compensatory method marks which can be scored even if the points to which
they refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it. For example, if an equation carries a C mark
and the candidate does not write down the actual equation but does correct working
which shows he knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one
of the ways which allow a C mark to be scored.
in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
mistake and has carried his incorrect value forward to subsequent stages of
working, he may be given marks indicated by e.c.f. provided his subsequent working
is correct, bearing in mind his earlier mistake. This prevents a candidate being
penalised more than once for a particular mistake, but only applies to marks
annotated “e.c.f.”
OR / or indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities
e.g. spelling which suggests confusion between reflection/refraction/diffraction or
thermistor/transistor/transformer.
Sig. figs. On this paper, answers are generally acceptable to any number of significant figures
≥2, except where the mark scheme specifies otherwise or gives an answer to only 1
significant figure.
Units On this paper, incorrect units are not penalised, except where specified. More
commonly, marks are awarded for specific units.
Fractions Fractions are only acceptable where specified.

Extras If a candidate gives more answers than required, irrelevant extras are ignored; for
extras which contradict an otherwise correct response, or are forbidden by the mark
scheme, use right plus wrong = 0.
Ignore indicates that something which is not correct is disregarded and does not cause a
right plus wrong penalty.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
applies.

1 (a) any two from: B2

• gap between ruler and stack
• eye not perpendicular/ level with top of stack
• zero error of ruler
(b) 7.7 ÷ 20 C1
0.385 (cm) OR 0.39 (cm) A1
(c) 0.012 (kg) c.a.o. B1
[Total: 5]
2 (a) 40 (km) B1
(b) speed = distance ÷ time in any form C1

0.5 ÷ 0.04 C1
12.5 m / s A1
(c) (i) distance travelled = area under slope OR 0.5 ×15 × 6 C1

45 (m) A1
(ii) (straight) line from 15 m / s to 0 in 2.0 seconds A1
[Total: 7]
3 (a) (i) any answer in range 40 to 100 kg OR equivalent in g B1
(ii) mass of chair is the same on the moon B1
(b) (i) pressure greater in Fig. 3.2 OR reverse argument B1

force/weight is the same B1
smaller (contact/surface) area B1
(ii) vertical line through centre of mass drawn or explained B1

centre of mass outside base area of chair/beyond back leg of chair B1
[Total: 7]
4 chemical B1
kinetic B1
thermal B1
sound B1
[Total: 4]

5 (a) (i) C in box B1
(ii) A AND C in any order B1
(b) any 5 points in any order from: B5

• starting pistol fired
• stopwatch started on seeing smoke/signal
• stopwatch stopped on hearing bang
• time taken (between flash and bang) calculated/recorded
• distance measured OR at least 100 m apart, IGNORE distances less than 100 m
• speed = distance ÷ time
[Total: 7]
6 (a) (i) 380 (mm) AND 220 (mm) B1
(ii) 380 – 220 OR 160 OR ecf from (a)(i) C1

760 + 160 OR ecf from (a)(i)ECF C1
920 (mmHg) OR ecf from (a)(i) A1
(b) (i) decreases B1
(ii) molecules slow down OR (average) speed/movement decreases

OR molecules have less (average kinetic) energy B1
molecules closer B1
[Total: 7]
7 (a) (i) conduction B1
(ii) 1. water expands when heated B1

density (of warm water) decreases OR reverse argument B1
warm water rises B1
2. convection B1
(b) (i) reduce heat losses OR to act as insulation B1
(ii) any two from: B2

• economic reason: lower costs OR cheaper OR more efficient
• environmental reason: less greenhouse gases OR maintain fuel reserves
• reason to do with system: maintain temperature of water OR less energy
needed to keep water hot OR water stays hotter for longer
[Total: 8]

8 (a) (i) angle of refraction correctly labelled B1
(ii) normal B1
(b) (i) light ray shown undergoing TIR/turns through 90° B1
(ii) total internal (reflection) B1
(iii) angle of incidence = angle of reflection OR angle of incidence greater than

critical angle B1
[Total: 5]
9 (a) alternating voltage OR a.c. (supply) B1
(b) motor (accept fan) AND lamp B1
(c) line 1 tick and then tick B3

line 2 cross/nothing and then tick
line 3 tick and then cross/nothing
(d) V = IR in any form B1
(e) 50 × 5 C1
250 V A1
(f) any two from: B2

• current too large
• fuse wire melts/"blows"
• breaks circuit
• prevents overheating/fires/damage to other components
[Total: 10]
10 (a) iron clearly indicated B1

steel clearly indicated B1
(b) test to see if there is repulsion/attraction C1

clear indication that repulsion identifies the magnets A1
(c) steel B1

(d) (i) iron filings OR (plotting) compass B1
(ii) at least two complete concentric circles around wire B1
[Total: 7]
11 (a) transverse waves OR travel at same (high) speed OR travel across a vacuum B1
(b) infra-red next to visible B1

microwaves next to radio waves B1
(c) gamma rays B1
(d) (i) medical imaging OR security scanning (at airports etc.) OR dentistry
OR finding defects in welding B1
(ii) use of shielding OR monitor exposure B1
[Total: 6]
12 (a) 3 plots all correct B1

good best-fit single line curve B1
(b) point at 40 days indicated C1
775 ± 75 A1
(c) initial count rate halved OR pair of count rates indicating halving C1
at least one corresponding time from graph C1
20 days ± 2 days A1
[Total: 7]

* 8 9 8 1 3 3 5 6 7 0 *
PHYSICS 0625/31
1 hour 15 minutes

DC (NF/JG) 94500/2
2
BLANK PAGE
© UCLES 2015 0625/31/M/J/15

3
1 (a) Figs. 1.1 and 1.2 show speed-time graphs for two objects, each moving in a straight line.
speed speed
0 0
0 time 0 time
Fig. 1.1 Fig. 1.2
(i) Describe the motion of the object shown by the graph in Fig. 1.1.
...........................................................................................................................................
...........................................................................................................................................
(ii) Describe the motion of the object shown by the graph in Fig. 1.2.
...........................................................................................................................................
...........................................................................................................................................
[3]
(b) On a day with no wind, a large object is dropped from a tall building. The object experiences
air resistance during its fall to the ground.
State and explain, in terms of the forces acting, how the acceleration of the object varies
during its fall.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 7]

4
2 A large stone block is to be part of a harbour wall. The block is supported beneath the surface of
the sea by a cable from a crane. Fig. 2.1 shows the block with its top face a distance h beneath the
surface of the sea.
cable
surface of sea
h
block
Fig. 2.1
The force acting downwards on the top face of the block, due to the atmosphere and the depth h
of water, is 3.5 × 104 N.
(a) The top face of the block has an area of 0.25 m2.
(i) Calculate the pressure on the top face of the block.
pressure = ................................................ [2]
(ii) The atmospheric pressure is 1.0 × 105 Pa.
Calculate the pressure on the top face of the block due to the depth h of water.
pressure = ................................................ [1]
(iii) The density of sea water is 1020 kg / m3.
Calculate the depth h.
h = ................................................ [2]
© UCLES 2015 0625/31/M/J/15

5
(b) Suggest two reasons why the tension force in the cable is not 3.5 × 104 N.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
(c) The block is lowered so that it rests on the sea-bed.
State what happens to the tension force in the cable.
.............................................................................................................................................. [1]
[Total: 8]

6
3 Fig. 3.1 shows an early water-powered device used to raise a heavy load. The heavy load rests on
piston B.
cylinder A cylinder B
water load
piston A piston B
connecting rod connecting rod
pivot beam
Initially, a large weight of water in cylinder A pushes piston A down. This causes the left-hand end
of the beam to move down and the right-hand end of the beam to move up. Piston B rises, lifting
the heavy load.
(a) The weight of water in cylinder A is 80 kN.
Calculate the mass of water in cylinder A.
mass = ................................................ [2]
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7
(b) The density of water is 1000 kg / m3.
Calculate the volume of water in cylinder A.
volume = ................................................ [2]
(c) Piston A moves down a distance of 4.0 m.
Calculate the gravitational potential energy lost by the water.
loss of gravitational potential energy = ................................................ [2]
(d) The heavy load lifted by piston B gains 96 kJ of gravitational potential energy.
Calculate the efficiency of the device.
efficiency = ................................................ [2]
[Total: 8]

8
4 (a) (i) State two ways in which the molecular structure of a liquid is different from the molecular
structure of a solid.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...........................................................................................................................................
[2]
(ii) Explain, in terms of energy, the process which takes place as a solid at its melting point
changes into a liquid at the same temperature.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(b) During a severe snowstorm, a layer of snow (ice crystals) forms on the body of an animal in a
field. The snow and the surrounding air are at 0 °C. The snow begins to melt.
(i) The mass of snow that falls on the animal is 1.65 kg. The specific latent heat of fusion of
snow is 330 000 J / kg.
Calculate the thermal energy needed to melt this snow.
thermal energy = ............................................... [2]
(ii) The animal derives energy from its food to maintain its body temperature.
State the energy change that takes place.
...................................................................................................................................... [1]
[Total: 6]
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9
5 (a) State what is meant by the specific heat capacity of a substance.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) A student carries out an experiment to find the specific heat capacity of aluminium. He uses
an electric heater and a thermometer, inserted into separate holes in an aluminium block.
The following data are obtained.
mass of aluminium block = 2.0 kg

power of heating element = 420 W
time of heating = 95 s
initial temperature of block = 19.5 °C
final temperature of block = 40.5 °C
Calculate the value of the specific heat capacity of aluminium given by this experiment.
specific heat capacity = ............................................... [4]
(c) In the experiment in (b), no attempt is made to prevent loss of thermal energy from the
surfaces of the block.
Suggest two actions the student could take to reduce the loss of thermal energy from the
surfaces of the block.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
[Total: 8]

10
6 A water wave in a tank travels from a region where the speed of the wave is faster into a region
where it is slower.
Fig. 6.1 is a one-quarter scale diagram that shows the wavefronts in the region where the speed is
faster.
faster region
wavefronts
tank
slower region
Fig. 6.1 (scale: 1.0 cm represents 4.0 cm)
(a) (i) Take measurements from the scale diagram in Fig. 6.1 to determine the wavelength of
the water wave as it travels in the faster region.
wavelength = ................................................ [2]
(ii) The speed of the wave in the faster region is 0.39 m / s.
frequency = ................................................ [2]
(b) On Fig. 6.1, draw lines that indicate the positions of the wavefronts of the water wave in the
slower region. [2]
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11
(c) State what happens to the frequency of the water wave as it passes into the slower region.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 7]

12
BLANK PAGE
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13
7 (a) Fig. 7.1 represents an object O placed in front of a converging lens.
O
P Q R S
Fig. 7.1
(i) State a full description of the image I.
...................................................................................................................................... [2]
(ii) Using the letters on Fig. 7.1, identify the focal length of the lens.
...................................................................................................................................... [1]
(iii) On Fig. 7.1, draw an eye suitably placed to view the image I. [1]
(b) Fig. 7.2 shows an object O placed to the left of a converging lens. A principal focus of the lens
is at the position marked F.
Fig. 7.2
(i) On Fig. 7.2, draw two rays to locate the image of object O. Draw the image.
(ii) On Fig. 7.2, draw one other ray from the upper tip of O to the image.
[4]
[Total: 8]

14
8 (a) Fig. 8.1 shows a bar magnet suspended by a spring over a coil. The coil is connected to a
sensitive centre-zero millivoltmeter.
spring
magnet
sensitive
coil centre-zero
millivoltmeter
Fig. 8.1
(i) The lower end of the magnet is pushed down into the upper end of the coil and
held at rest.
During the movement, an e.m.f. is induced in the coil. The meter shows a deflection to
the right and then returns to zero.
Explain why this e.m.f. is induced.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) State what happens to the needle of the meter when
1. the magnet is released from rest and is pulled up by the spring,
...................................................................................................................................... [1]
2. the magnet continues to oscillate up and down, moving in and out of the coil with
each oscillation.
...................................................................................................................................... [1]
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15
(b) Fig. 8.2 shows a transformer.
240 V 6.0 V
mains coil P 8000 coil S lamp
turns
Fig. 8.2
The primary coil P, connected to the 240 V mains supply, has 8000 turns. The secondary
coil S supplies 6.0 V to a lamp.
(i) Calculate the number of turns in the secondary coil.
number of turns = ................................................ [2]
(ii) 1. The current in the primary coil is 0.050 A.
Calculate the power input to the transformer.
power = ................................................ [1]
2. 90% of the power input to the transformer is transferred to the lamp.
Calculate the current in the lamp.
current = ................................................ [2]
[Total: 8]

16
9 In Fig. 9.1, a 12 V battery supplies a current I to a circuit. The circuit contains a thermistor and a
1000 Ω resistor in parallel, with a 500 Ω resistor in series.
12 V
500 1
1000 1
Fig. 9.1
(a) At a certain temperature, the thermistor has a resistance of 1000 Ω.
Calculate
(i) the combined resistance of the thermistor and the 1000 Ω resistor,
resistance = ................................................ [2]
(ii) the current I,
current = ................................................ [1]
(iii) the potential difference across the 500 Ω resistor.
potential difference = ................................................ [2]
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17
(b) The temperature of the thermistor is increased so that its resistance decreases.
State the effect of this change in resistance on the current through the 500 Ω resistor. Explain
your answer.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 7]

18
10 Fig. 10.1 shows two parallel conducting plates connected to a very high voltage supply.
+ –
+ – conducting plate
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
voltage
supply
Fig. 10.1
The left-hand plate is positively charged and the right-hand plate is negatively charged.
(a) On Fig. 10.1, draw the electric field pattern produced between the charged plates. Use arrows
to show the direction of the field. [2]
(b) A light, conducting ball is suspended by an insulating string. Fig. 10.2 shows the ball in the
middle of the gap between the plates.
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
voltage
supply
Fig. 10.2
On Fig. 10.2, show the distribution of charge on the ball. [2]
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19
(c) The ball is displaced to the left and then oscillates backwards and forwards between the two
plates.
The ball touches a plate once every 0.05 s. Every time it touches a plate, a charge of
2.8 × 10−8 C (0.000 000 028 C) is transferred.
Calculate the average current produced by the repeated transfer of charge.
current = ................................................ [2]
[Total: 6]
Question 11 is on the next page.

20
11 (a) State the nature of γ-rays.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) A beam of α-particles and β-particles passes, in a vacuum, between the poles of a strong
magnet.
Compare the deflections of the paths of the two types of particle.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) A beam of β-particles passes, in a vacuum, through the electric field between a pair of
oppositely charged metal plates.
Describe the path of the particles.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) The nuclear equation shows the decay of an isotope of polonium.
A Po 206 Pb + 42 X
Z 82
(i) State the nature of X.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Calculate the values of A and Z.
A = .................... Z = ..................... [1]
[Total: 7]
© UCLES 2015 0625/31/M/J/15

0625 PHYSICS

scored.
C marks are compensatory marks which can be scored even if the points to which they refer are
not written down by the candidate, provided subsequent working gives evidence that
they must have known it. For example, if an equation carries a C mark and the candidate
does not write down the actual equation but does correct working which shows he knew
the equation, then the C mark is scored.
e.c.f . means “error carried forward”. This indicates that if a candidate has made an earlier
owtte means “or words to that effect”.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities, e.g.
spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor/ transformer.
Sig. figs. On this paper, answers are generally acceptable to any number of significant
figures [=2, except where the mark scheme specifies otherwise or gives an
answer to only 1 significant figure.
gain all the marks available for that answer: maximum 1 per question.

Extras If a candidate gives more answers than required, irrelevant extras are ignored; for extras
which contradict an otherwise correct response, or are forbidden by the mark scheme,
use right plus wrong = 0.
plus wrong penalty.
applies.

1 (a) (i) acceleration OR increasing speed C1
constant acceleration OR constant rate of increase in speed A1
(ii) decreasing acceleration OR decreasing rate of increase in speed

NOT deceleration B1
(b) mention of air resistance AND weight (of object) / force due to gravity B1
acceleration at start (of fall) is acceleration of gravity / 10 m / s2 / a maximum / g

OR acceleration decreases (as it falls) B1
air resistance increases as speed increases/as it accelerates B1
acceleration zero/terminal velocity/constant speed/maximum speed when

air resistance = weight B1
[Total: 7]
2 (a) (i) (P =) F÷A OR 3.5 × 104 ÷ 0.25 C1

= 1.4 × 105 Pa ecf (i) A1
(ii) (1.4 × 105 – 1.0 × 105 =) 4(.0) × 104 Pa ecf (ii) B1
(iii) P = h ρ g in any form OR (h =) P÷ρ g OR 4.0 × 104 ÷ (1020 × 10) C1

= 3.9 m OR 4 m A1
(b) any 2 from: max. B2

• weight of block
• upward force of water (on block) / upthrust (of water on block)
• weight of cable
(c) (tension force) becomes smaller or zero B1
[Total: 8]
3 (a) W = m g in any form OR (m =) W ÷ g OR 80 000 ÷ 10 C1

8000 kg A1
(b) ρ = m ÷ V in any form OR (V =) m ÷ ρ OR 8000 ÷ 1000 C1

= 8.0 m3 ecf (a) A1
(c) m g h OR weight × h OR 8000 × 10 × 4 C1

= 320 000 J OR 320 kJ ecf (a) A1

(d) (efficiency = ) output (energy) ÷ input (energy) (× 100)

OR 96 ÷ 320 (× 100) C1
= 0.30 OR 30% ecf (c) A1
[Total: 8]
4 (a) (i) any 2 from: max. B2

• liquid molecules not in fixed positions / can move about / move past
each other OR solid molecules have a fixed position
• liquid molecules have random arrangement OR solid molecules
arranged regularly / in patterns / layers / lattice
• liquid molecules are (slightly) further apart (than solid molecules) OR
reverse argument
(ii) energy / work / thermal energy / (latent) heat required

AND
to break bonds (between molecules) / to overcome attractive forces
(between the molecules) / to increase the potential energy of the molecules B1
(b) (i) E = ml in any form OR ml OR 1.65 × 330 000 C1

= 540 000 J OR 544 500 J A1
(ii) chemical (energy in body) converted to thermal / internal (energy) B1
[Total: 6]
5 (a) energy/heat required to increase temperature

• of 1 kg / 1 g / unit mass (of the substance) B1
• by 1 °C / 1 K / unit temperature B1
(b) E = m c ∆θ in any form OR (c =) E ÷ m ∆θ C1

E = P t in any form OR 420 × 95 (= 39 900) C1
∆θ = [40.5 – 19.5] OR 21 C1
(c = 39 900÷42 =) 950 J/ (kg °C) A1
(c) any two separate points from: max. B2

• lagging / insulation (around block) OR insulate (the block)
• raise temperature of block by a smaller amount OR heat for a shorter time

OR use lower power heater for same time OR higher power for same
temperature rise / shorter time
• polish the surface of the block OR wrap the block in shiny material OR paint
(shiny) white
• reduce initial temperature of block (to below room temperature) OR raise
temperature of room
• reduce draughts
[Total: 8]

6 (a) (i) any value between 6 and 7 mm seen C1
26 ± 2 mm OR 2.6 ± 0.2 cm A1
(ii) v = f λ in any form OR (f =) v ÷ λ OR 0.39 ÷ 0.026 C1

= 15 Hz ecf (i) A1
(b) at least 4 wavefronts showing refraction in correct direction B1

7 parallel wavefront lines continuous with those in fast region B1
(c) unchanged / nothing B1
[Total: 7]
7 (a) (i) all three of: max. B2

• virtual,
• upright / erect / same way up,
• magnified / large(r) (than object)
award 1 mark for one or two correct description(s) which are not contradicted
(ii) RS B1
(iii) eye placed to right of lens B1
(b) any two correct rays from: max. B2

• ray parallel to axis refracted through F
• ray passing through centre of lens undeflected
• ray through added focus to left of lens refracted parallel to axis
image from intersection of rays clearly shown as inverted B1
3 correct rays drawn on Fig. 7.2, from tip of O to intersection of other two rays
and refracted correctly at lens
note: the third ray does not have to be one of those listed above B1
[Total: 8]
8 (a) (i) (magnetic) field (lines) of magnet cut by turns / coil / wire
OR (magnetic) field linked with coil changes B1
(ii) 1 (needle of meter) deflects to the left (and returns to zero) B1
2 (needle of meter) deflects to right and left (alternately) B1

OR to and fro

(b) (i) Np/Ns = Vp/Vs in any form OR (Ns =) NpVs/Vp OR 8000 × 6/240 C1
OR (Vp/Vs =) 40
(NS =) 200 A1
(ii) 1 (P = IV = 0.050 × 240 =) 12 W B1
2 0.9 × 12 OR 10.8 OR IsVs = 0.9 IpVp OR Is = 0.9 IpVp /Vs C1

OR 0.9 × 0.05 × 240/6
(Is =) 1.8 A ecf 1. A1
[Total: 8]
9 (a) (i) 1/R = 1/R1 + 1/R2 OR R = R1R2/(R1 + R2) OR with numbers C1

(R =) 500 Ω A1
(ii) I = (12 ÷ 1000) = 0.012 A ecf (i) B1
(iii) (V =) IR OR 0.012 × 500 OR 12 × 500 ÷ 1000 C1

= 6.0 V ecf (i)(ii) A1
(b) (more current in circuit so) current (in 500 Ω resistor) increases B1
resistance of parallel combination decreases

OR total resistance (of circuit) decreases B1
[Total: 7]
10 (a) (i) at least three horizontal, parallel lines evenly spaced (ignore edge effects) B1
arrows pointing left to right B1
(b) right hand half of ball has more + signs than – signs
AND left hand half of ball has more – signs than + signs M1
equal numbers of + and – signs A1
(c) Q = I t in any form OR (I =) Q ÷ t OR 2.8 × 10–8 ÷ 0.05 C1

5.6 × 10–7 A OR C/s A1
[Total: 6]
11 (a) electromagnetic (waves / radiation / rays / spectrum) B1

OR (high energy) photons

(b) α and β deflected in opposite directions B1
any 1 from: B1
• β deflected more (than α)
• deflections perpendicular to field direction and to paths of particle
• paths (of particles) are curves / circular / arcs
(c) curved path B1
(deflected/attracted) towards positively charged plate B1

OR in opposite direction to field
(d) (i) α-particle OR helium nucleus OR 2 protons + 2 neutrons B1
(ii) A = 210 Z = 84 B1
[Total: 7]

PHYSICS 0625/51
* 7 5 9 9 8 7 0 2 6 5 *
by phone: +44 1223 553554,
by fax: +44 1223 553558,
DC (LEG/JG) 91118/1
2
the apparatus.
© UCLES 2015 0625/51/CI/M/J/15
3
Question 1
(i) Metre rule with a mm scale. See note 1.
(ii) Triangular block to act as a pivot for the metre rule. This block is to stand on the bench.
(iii) 200 g mass labelled P.
(iv) 100 g mass labelled Q.
Note
1. The metre rule should approximately balance on the pivot when the 50 cm mark is over the pivot.

4
Question 2
(ii) 250 cm3 beaker containing approximately 150 cm3 of hot water. See note 2.
(iii) Clamp, boss and stand. See note 1.
(v) Supply of paper towels to mop up any spillages of water.
Notes
1. The thermometer, clamp, boss and stand are to be set up for the candidate as shown in Fig. 2.1.
thermometer
stand
Fig. 2.1
4. The candidates must be able easily and safely to move the thermometer in and out of the water.
Replace the hot water.

Check that the thermometer is arranged as shown in Fig. 2.1.
© UCLES 2015 0625/51/CI/M/J/15

5
Question 3
fixed (e.g. taped). See note 2.
(ii) Two similar lamps in suitable holders. Any low voltage lamps will suffice, provided that they
glow when connected as shown in Fig. 3.1, and will not blow if the lamps are connected in
parallel.
(iv) Ammeter capable of reading up to 1.00 A with a minimum precision of 0.05 A. See note 4.
(v) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V. See note 4.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 3.1, with two additional leads.
See note 3.
(vii) Spare lamps and spare leads should be available.
Notes
power
supply
Fig. 3.1
2. If cells are used they must remain adequately charged throughout the examination. Spare cells
should be available.
3. Candidates must be able easily and quickly to rearrange the circuit.
and fixed (e.g. taped). Spare meters should be available.
Set up the circuit so that it is arranged as shown in Fig. 3.1.
Check the power supply and lamps.
6
Question 4
(i) Sheet of plain A4 paper (per candidate) with a hole in one corner so that it can be tied into the
Question Booklet.
(ii) Rectangular, transparent glass or Perspex block, 10 cm × 6 cm × 1.5 cm or similar size.
(vi) 50 cm or 30 cm rule, graduated in mm (candidates may use their own).
(vii) String or treasury tag (per candidate) to tie ray-trace sheet ((i) above) into the Question
Booklet.
Notes
Supply a sheet of plain A4 paper (as in (i) above) and string or a treasury tag (as in (vii) above).
© UCLES 2015 0625/51/CI/M/J/15

7
0625/51
General
in the scripts;

8
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ...................................................... SIGNED ...........................................................

© UCLES 2015 0625/51/CI/M/J/15

* 5 1 6 3 1 1 5 6 0 3 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (LEG/JG) 91116/1
2
1 In this experiment, you will determine the weight of a metre rule using a balancing method.
50.0 cm mark
P metre rule
x y
90.0 cm mark bench
pivot
Fig. 1.1
(a) Place the metre rule on the pivot. Place the load P on the metre rule at the 90.0 cm mark.
Keeping P at the 90.0 cm mark, adjust the position of the metre rule on the pivot so that the
metre rule is as near as possible to being balanced.
(i) Write down the reading on the metre rule at the position of the pivot.
The pivot is at the .................... cm mark of the metre rule.
(ii) Record the distance x from the 90.0 cm mark to the pivot.
x = ...........................................................[1]
(iii) Record the distance y from the pivot to the 50.0 cm mark.
y = ...........................................................[1]
Px
(iv) Determine the weight W of the metre rule using the equation W = , where P = 2.0 N.
P is the weight of load P. y
W = ...........................................................[1]
(b) Keep the pivot at the same position, as recorded in (a)(i).
Move load P to the 95.0 cm mark. Place the load Q on the metre rule and adjust its position so
that the rule balances.
(i) On Fig. 1.2 mark, with a letter X, the approximate position of Q. [1]
50.0 cm mark
P
a
95.0 cm mark bench
pivot
Fig. 1.2
© UCLES 2015 0625/51/M/J/15
3
(ii) Record the distance a from the 95.0 cm mark to the pivot.
a = ...............................................................
(iii) Record the distance b from Q to the pivot.
b = ...............................................................
(iv) Record the distance c from the 50.0 cm mark to the pivot.
c = ...............................................................
[1]
(v) Calculate the product aP, where P = 2.0 N. Include the unit.
aP = ...............................................................
(vi) Calculate the product bQ, where Q = 1.0 N. Q is the weight of load Q.
bQ = ...............................................................
(vii) Calculate the product cW, using the value of W determined in part (a)(iv).
cW = ...............................................................
[2]
(c) A student suggests that aP should be equal to bQ + cW.
State whether your results support the suggestion. Justify your answer by reference to the
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(d) Suggest one practical reason why it is difficult to obtain exact results with this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]

4
2 In this experiment, you will investigate the cooling of water.
Carry out the following instructions referring to Fig. 2.1. You are provided with a beaker containing
hot water and a thermometer.
thermometer
water
Fig. 2.1
(a) (i) Place the thermometer in the beaker of water. When the thermometer reading stops
rising, measure the temperature θ of the water and immediately start the stopclock.
Record θ in Table 2.1 at time t = 0 s.
(ii) In Table 2.1, record the temperature of the water at 30 s intervals until you have a total of
six values up to time t = 150 s.
Table 2.1
t/s θ / °C
30
60
90
120
150
[3]
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5
(b) Plot a graph of θ / °C (y-axis) against t / s (x-axis).
[5]
(c) (i) State whether the rate of cooling of the water in the beaker increases, decreases or
stays approximately constant during the period of cooling.
The rate of cooling of the water .....................................................................................[1]
(ii) Justify your statement by reference to the graph.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 10]

6
3 In this experiment, you will investigate the resistance of lamp filaments in series and parallel
circuits.
power
supply
Fig. 3.1
(a) (i) Switch on. Measure and record the potential difference VS across the lamps and the
current IS in the circuit. Switch off.
VS = ...............................................................
IS = ...............................................................
[2]
VS
(ii) Calculate the resistance RS of the lamp filaments using the equation RS = .
IS
RS = ...........................................................[1]
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7
(b) The circuit is to be rearranged so that

• the lamps are in parallel
• the ammeter will measure the total current in the circuit
• the voltmeter will measure the potential difference across the lamps.
Draw a diagram of this circuit using standard circuit symbols.
[2]
(c) Rearrange the circuit as described in (b).
(i) Switch on. Measure and record the potential difference VP across the lamps and the
current IP in the circuit. Switch off.
VP = ...............................................................
IP = ...............................................................
[1]
VP
(ii) Calculate the resistance RP of the lamp filaments using the equation RP = .
IP
RP = ...............................................................
RS
(iii) Calculate the ratio .
RP
RS
= ...............................................................
RP
[2]

8
R
(d) A student wishes to investigate whether the ratio S for the two lamps is the same under all
RP
conditions.
(i) Suggest a variable that you could change in order to obtain further sets of readings. You
are not asked to take any further readings.
...........................................................................................................................................
(ii) Explain briefly how you would change this variable.
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 10]
© UCLES 2015 0625/51/M/J/15

9
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10
4 In this experiment, you will investigate the refraction of light passing through a transparent block.
hole
G F J H
A E B
D M C
ray-trace sheet
eye
Fig. 4.1
(a) Place the transparent block, largest face down, on the ray-trace sheet supplied. The block
should be approximately in the middle of the paper. Draw the outline of the block ABCD.
(b) Remove the block and draw a normal NL at the centre of side AB. Label the point E where
the normal crosses AB. Label the point M where the normal crosses CD.
(c) Draw a line GH, parallel to AB and 6.0 cm above AB. Label the point J where the normal
crosses GH.
(d) Draw a line, starting at E, to the left of the normal and at an angle of incidence i = 30° to the
normal as shown in Fig. 4.1. Label the point F where the line meets GH.
© UCLES 2015 0625/51/M/J/15
11
(e) Place two pins P1 and P2 on the line FE, placing one pin close to E. Label the positions of P1
and P2.
(f) Replace the block and observe the images of P1 and P2 through side CD of the block so that
the images of P1 and P2 appear one behind the other. Place two pins P3 and P4 between your
eye and the block so that P3 and P4, and the images of P1 and P2 seen through the block,
appear one behind the other. Label the positions of P3 and P4. Remove the block.
(g) Draw a line joining the positions of P3 and P4. Continue the line until it meets CD and label
this point K. Draw the line KE.
(h) (i) Measure and record the length a between points F and J.
a = ...............................................................
(ii) Measure and record the length b between points F and E.
b = ...............................................................
(iii) Measure and record the length c between points E and K.
c = ...............................................................
(iv) Measure and record the length d between points M and K.
d = ...............................................................
[2]
ac
(i) Calculate n, the refractive index of the material of the block, using the equation n = .
bd
n = .......................................................... [1]
(j) Repeat steps (d) – (h) but with the angle of incidence i = 50°.
a = ...............................................................
b = ...............................................................
c = ...............................................................
d = ...............................................................
n = ...............................................................
[2]
(k) Suggest one precaution that you should take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
© UCLES 2015 0625/51/M/J/15
12
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© UCLES 2015 0625/51/M/J/15

0625 PHYSICS
0625/51 Paper 5 (Practical Test), maximum raw mark 40

brackets, e.g. 10 (cm) means that the mark is scored for 10, regardless of the unit given.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities.
Sig. figs. Candidates are expected to give answers to a suitable precision. The use of an
inappropriate number of significant figures will be penalised where indicated in the mark
scheme. Rounding errors will also be penalised.
plus wrong penalty.
applies.

1 (a)(i)(ii) mark recorded between 85 and 60 cm, with matching x value [1]
(iii) y value < 40 cm, x and y with correct unit [1]
(iv) W correct (N) [1]
(b) (i) sensible position for X [1]
(ii)–(iv) a = x + 5; b = 10 ± 4; c = y [1]
(v)–(vii) cW = (aP – bQ) ±10% [1]
correct unit: N cm [1]
(c) statement matches results (expect YES, owtte) [1]
justified with reference to results; must include the idea of being close enough to be
within limits of experimental accuracy [1]
(d) difficulty in achieving balance OR difficulty in positioning load in correct position due to
markings being covered by the load [1]
[Total: 10]
2 (a) (i) sensible value for θ [1]
(ii) Table:
temperatures decreasing with final difference not more than first difference [1]
evidence of temperatures to 1 ºC or better [1]
(b) Graph:
• axes correctly labelled, right way round and with units [1]
• suitable scales, plots occupying at least half grid in both directions [1]
• all plots correct to within ½ small square [1]
• good best-fit line judgement [1]
• single, thin, continuous line [1]
(c) (i) statement to match graph line [1]
(ii) statement justified by reference to the graph [1]
[Total: 10]

3 (a) (i) V to at least 1 dp and < 4 V [1]
I to at least 2 dp and < 1 A [1]
(ii) RS calculated correctly [1]
(b) lamps in parallel [1]
voltmeter in correct position, with rest of circuit and symbols correct [1]
(c) (i) V and I recorded with correct units with correct PD, current and resistance units [1]
(ii) RP to 2 or 3 significant figures [1]
(iii) RS / RP ratio calculated correctly and > 1 [1]
(d) (i) voltage or p.d., accept current [1]
(ii) adjust power supply OR add resistor / variable resistor [1]
[Total: 10]
4 Ray-trace:
• normal at 90º and in correct position [1]
• first angle of incidence = 30º ± 1º and GH in correct position ± 2 mm [1]
• all lines present and neat, both sets, in approximately the correct positions [1]
• first P1P2 distance ù 5 cm [1]
(h) a and b correct to ± 2 mm [1]
c and d correct to ± 2 mm and correct unit [1]
(i) n correct, no unit, 2 or 3 significant figures [1]
(j) complete set of sensible readings [1]
both n values 1.4 – 1.6 [1]
(k) any one from:

• large pin separation
• ensure pins are vertical
• view bases of pins
• drawing thin lines / use a sharp pencil
• use thin pins [1]
[Total: 10]

* 4 6 5 9 9 4 7 0 8 7 *
PHYSICS 0625/61
1 hour

DC (LEG/JG) 91120/3
2
1 The class is determining the weight of a metre rule using a balancing method.
50.0 cm mark
P metre rule
x y
90.0 cm mark bench
pivot
Fig. 1.1
(a) A student places a load P at the 90.0 cm mark on a metre rule and then balances the rule on
a pivot.
(i) On Fig. 1.1, measure the distance x from the 90.0 cm mark to the pivot.
x = ...........................................................[1]
(ii) On Fig. 1.1, measure the distance y from the pivot to the centre of the rule.
y = ...........................................................[1]
(b) Fig. 1.1 is drawn one tenth of actual size.
(i) Calculate the actual distance X from the 90.0 cm mark to the pivot.
X = ...............................................................
(ii) Calculate the actual distance Y from the pivot to the centre of the rule.
Y = ...............................................................
[1]
PX
(iii) Determine a value W1 for the weight of the metre rule using the equation W1 = ,
Y
where P = 2.0 N. P is the weight of the load P.
W1 = ...........................................................[1]
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3
(c) The student keeps the pivot at the same position and moves load P to the 95.0 cm mark. He
places a load Q of weight Q = 1.0 N, on the metre rule. He adjusts its position so that the rule
balances.
On Fig. 1.2 mark, with a letter Z, the approximate position of the load Q. You do not need to
carry out a detailed calculation.
50.0 cm mark
P
a
95.0 cm mark bench
pivot
Fig. 1.2
[1]
(d) The student uses the values of P and Q and their distances from the pivot to calculate a
second value W2 for the weight of the rule.
1.12 N
W2 = ...............................................................
The student expects W1 and W2 to be the same.
State whether the results support his idea. Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) Suggest one practical reason why it is difficult to obtain exact results with this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]

4
2 The class is investigating the cooling of water.
Fig. 2.1 shows some of the apparatus used.
(a) A student measures the initial temperature of hot water in a beaker, as indicated by the
thermometer in Fig. 2.1.
°C
0
11
0
10
90
80
70
60
50
40
30
20
water
10
0
0
–1
Fig. 2.1
Record this initial temperature in the first row of Table 2.1.
(b) The student allows the water in the beaker to cool and records the temperature at 30 s
intervals. The readings are shown in the table.
Complete the column headings in the table.
Table 2.1
t/ θ/
30 72
60 64
90 60
120 57
150 56
[2]
© UCLES 2015 0625/61/M/J/15

5
(c) Plot a graph of θ / °C (y-axis) against t / s (x-axis).
[5]
(d) (i) State whether the rate of cooling of the water in the beaker increases, decreases or
stays approximately constant during the period of cooling.
The rate of cooling of the water ................................................................................... .[1]
(ii) Justify your statement by reference to the graph.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 9]

6
3 The class is investigating the resistance of lamp filaments in series and parallel circuits.
Fig. 3.1 shows the first circuit used.
power
supply
Fig. 3.1
(a) (i) Write down the readings shown on the meters in Figs. 3.2 and 3.3.
5
3 4 6 7
2 8
1 9
0 10
VS = ...............................................................
V
Fig. 3.2
0.4 0.6
0.2 0.8
0 1.0
IS = ...............................................................
A [2]
Fig. 3.3
VS
(ii) Calculate the resistance RS of the lamp filaments using the equation RS = .
IS
RS = ...........................................................[1]
© UCLES 2015 0625/61/M/J/15
7
(b) The student rearranges the circuit so that

• the lamps are in parallel
• the ammeter will measure the total current in the circuit
• the voltmeter will measure the potential difference across the lamps.
(i) Draw a diagram of this circuit using standard circuit symbols.
[2]
(ii) The student measures the potential difference VP across the lamps and the current IP in
the circuit.
2.0 V
VP = ...............................................................
0.60 A
IP = ...............................................................
VP
Calculate the resistance RP of the lamp filaments using the equation RP = .
IP
RP = ...............................................................
RS
(iii) Calculate the ratio .
RP
RS
= ...............................................................
RP
[1]

8
R
(c) A student wishes to investigate whether the ratio S for the two lamps is the same under all
RP
conditions.
(i) Suggest a variable that you could change in order to obtain further sets of readings.
...........................................................................................................................................
(ii) Explain briefly how you would change this variable.
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 8]
© UCLES 2015 0625/61/M/J/15

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10
4 The class is investigating the refraction of light passing through a transparent block.
Fig. 4.1 shows a student’s ray-trace sheet.
A B
ray–trace
sheet
D C
P3
P4
eye
Fig. 4.1
© UCLES 2015 0625/61/M/J/15
11
A student draws the outline ABCD of a transparent block.
(a) (i) Draw a normal NL at the centre of side AB. Label the point E where the normal crosses
AB. Label the point M where the normal crosses CD.
(ii) Draw a line GH, parallel to AB and 6.0 cm above AB. Label the point J where the normal
crosses GH.
(iii)
Draw a line, starting at E, to the left of the normal and at an angle of incidence i = 30 ° to
the normal. Label the point F where the line meets GH.
[3]
(b) The student places two pins P1 and P2 on the line FE.
On Fig. 4.1, label suitable positions for pins P1 and P2. [1]
(c) The student observes the images of P1 and P2 through side CD of the block so that the
images of P1 and P2 appear one behind the other.
She places two pins P3 and P4 between her eye and the block so that P3 and P4, and the
images of P1 and P2 seen through the block, appear one behind the other. The positions of P3
and P4 are shown on Fig. 4.1.
(i) Draw a line joining the positions of P3 and P4. Continue the line until it meets CD and
label this point K.
(ii) Draw the line KE.

[1]
(d) (i) Measure and record the length a between points F and J.
a = ...............................................................
(ii) Measure and record the length b between points F and E.
b = ...............................................................
(iii) Measure and record the length c between points E and K.
c = ...............................................................
(iv) Measure and record the length d between points M and K.
d = ...............................................................
[1]
ac
(v) Calculate n, the refractive index of the material of the block, using the equation n = .
bd
n = ...........................................................[1]

12
(e) Suggest one precaution that you would take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(f) Fig. 4.2 shows a ray box.
lamp slit
Fig. 4.2
This experiment can be carried out using a ray box instead of the pins.
On Fig. 4.1, draw a ray box in a suitable position for this experiment. [1]
[Total: 9]
© UCLES 2015 0625/61/M/J/15

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14
5 The class is investigating the oscillations of a pendulum.
Figs. 5.1 and 5.2 show the apparatus.
clamp clamp
bob
one complete
oscillation
Fig. 5.1 Fig. 5.2
A student measures the length l of the pendulum and takes readings of the time t for
20 complete oscillations. She calculates the period T of the pendulum. T is the time taken for
one complete oscillation. She repeats the procedure for a range of lengths.
She plots a graph of T 2 / s2 against l / m. Fig. 5.3 shows the graph.
T 2 / s2
3
0
0 0.2 0.4 0.6 0.8 1.0
l/m
Fig. 5.3
© UCLES 2015 0625/61/M/J/15

15
(a) Using the graph, determine the length l of a pendulum that has a period T = 2.0 s. Show
clearly on the graph how you obtained the necessary information.
l = ...........................................................[3]
(b) Explain why measuring the time for 20 swings, rather than for 1 swing, gives a more accurate
value for T.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Another student investigates the effect that changing the mass m of the pendulum bob has on
the period T of the pendulum.
(i) Suggest how many different masses the student should use for this laboratory experiment.
number of different masses = ...............................................................
(ii) Suggest a range of suitable values for the masses.
suitable range of masses = ...............................................................

[2]
[Total: 6]
© UCLES 2015 0625/61/M/J/15

16
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© UCLES 2015 0625/61/M/J/15

0625 PHYSICS

brackets, e.g. 10 (cm) means that the mark is scored for 10, regardless of the unit given.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities.
Sig. figs. Candidates are expected to give answers to a suitable precision. The use of an
inappropriate number of significant figures will be penalised where indicated in the mark
scheme. Rounding errors will also be penalised.
plus wrong penalty.
applies.

1 (a) x = 1.4 (cm) or 14 (mm) or 0.014 (m)

AND y = 2.6 (cm) or 26 (mm) or 0.026 (m) [1]
correct unit for x and y [1]
(b) X and Y both 10 × x and y, ecf (a) [1]
W = 1.08 (N), to 2 or more significant figures (ecf allowed) [1]
(c) sensible position indicated for Z, between pivot and centre of rule [1]
(d) statement matches results

(expect Yes, ecf from (b) only if difference >10%) [1]
justified with reference to results; must include idea of being close enough to be
within limits of experimental accuracy, ecf (b) [1]
(e) difficulty in achieving balance OR difficulty in positioning load exactly, e.g. load
covers rule markings or uncertainty about position of centre of mass of load [1]
[Total: 8]
2 (a) 85 (recorded in table) [1]
(b) s, °C [1]
(c) Graph:
• axes correctly labelled, right way round and with units [1]
• suitable scales, plots occupying at least half grid in both directions [1]
• good best-fit line judgement [1]
• single, thin, continuous line [1]
(d) (i) decreases owtte, no ecf [1]
(ii) statement justified by reference to the graph [1]
[Total: 9]

3 (a) (i) V = 1.8 [1]
I = 0.25 AND both units correct, V and A [1]
(ii) RS calculated correctly, e.c.f. (i), expect 7.2 (Ω) [1]
(b) (i) lamps in parallel and ammeter in a correct position [1]
voltmeter in correct position, with rest of circuit and symbols correct [1]
(ii)(iii) RP = 3.3 or 3.33 with unit Ω and 2 or 3 significant figures AND RS/RP
calculated [1]
(c) (i) voltage or p.d., accept current [1]
(ii) adjust power supply OR add resistor / variable resistor [1]
[Total: 8]
4 (a) (i) normal at centre of AB and through block [1]
(ii) GH parallel to AB AND 6 cm ± 2 mm above AB [1]
(iii) i = 30° ± 2° to left of normal [1]
(b) P1P2 distance ≥ 5.0 cm [1]
(c) line KE correct, single and straight, emergent ray through P3 and P4 [1]
(d) a = 3.3 – 3.7 (cm); b = 6.8 – 7.2 (cm); c = 4.0 – 4.4 (cm); d = 1.4 – 1.8 (cm) [1]
n in range 1.2–1.5, no unit, 2 or 3 significant figures [1]
(e) any one from:

• large pin separation
• ensure pins are vertical
• view bases of pins
• drawing thin lines / use a sharp pencil
• use thin pins [1]
(f) ray box near start of incident ray or anywhere on incident ray; pointing in correct
direction [1]
[Total: 9]

5 (a) use of T 2 = 4 s2 [1]
correct method shown clearly on graph [1]
l = 0.99 (m) cao OR ecf 0.49 if T 2 = 2 s2 used [1]
(b) reduce (percentage) uncertainty OR reduce (the effect of) error due to
starting/stopping [1]
(c) (i) 5 – 10 [1]
(ii) minimum not less than 10 g; maximum not more than 1000 g; maximum must
be at least double the minimum [1]
[Total: 6]

PHYSICS 0625/11
45 minutes
Soft clean eraser
*3168315335*

IB15 11_0625_11/2RP
2
1 Which option contains only apparatus that could be used to determine the volume of a small
block of unknown material?
A measuring cylinder, metre rule

B measuring cylinder, stopwatch
C metre rule, balance
D metre rule, stopwatch
2 The graph represents the motion of a car.
20
speed
m/s
10
0
0 5 10 15 20 25 30
time / s
What is the distance travelled by the car while it is moving at a constant speed?
A 100 m B 150 m C 250 m D 300 m
3 A car travels along the route PQRST in 30 minutes.
5 km
Q 10 km
T
5 km
10 km
R
P
What is the average speed of the car?
A 10 km / hour B 20 km / hour C 30 km / hour D 60 km / hour
© UCLES 2015 0625/11/O/N/15

3
4 The mass of an object is measured on Earth. The mass is 5.0 kg.
The object is taken to the Moon. The mass of the object is measured on the Moon.
What is the mass of the object on the Moon?
A 0 kg
B more than 0 kg, but less than 5.0 kg
C 5.0 kg
D more than 5.0 kg
5 A student wishes to determine the density of the solid block shown.
Which quantities must be known?
A the area of the shaded face and the volume of the block
B the area of the shaded face and the weight of the block
C the mass of the block and the height of the block
D the mass of the block and the volume of the block

4
6 A heavy beam rests on two supports. The diagram shows the only three forces F1, F2 and F3
acting on the beam.
F1 F2
beam
support support
F3
The beam is in equilibrium.
A All the forces are equal in size.

B The resultant force on the beam is in the opposite direction to the resultant turning effect.
C The resultant force on the beam is zero and the resultant turning effect on the beam is zero.
D The total upward force is twice the total downward force.
7 Which list contains only properties of an object that can be changed by a force?
A direction of motion, mass, shape

B direction of motion, mass, speed
C direction of motion, shape, speed
D mass, shape, speed
8 What needs to be known to calculate the work done by a force acting on an object?
the distance
the time for
the size of the force
which the force
the force moves the
acts
object
A key
B = needed
C = not needed
D
© UCLES 2015 0625/11/O/N/15

5
9 Electrical energy may be obtained from nuclear fission.
In which order is the energy transferred in this process?
A nuclear fuel → generator → reactor and boiler → turbines
B nuclear fuel → generator → turbines → reactor and boiler
C nuclear fuel → reactor and boiler → generator → turbines
D nuclear fuel → reactor and boiler → turbines → generator
10 The diagram shows a manometer containing a liquid. The manometer is used to find the
difference between the pressure of a gas and atmospheric pressure.
Which distance represents this pressure difference?
gas
pressure
A
C
D
liquid
11 Four physics teachers investigate pressure. They wear identical clothes and lie on different beds
of nails.
The table gives the weight of each teacher and the total area of contact between the teacher and
the nails.
Which teacher experiences the least pressure from the nails?
weight of total area of

teacher / N contact / cm2
A 700 13
B 800 20
C 900 14
D 1000 21

6
12 A cylinder of constant volume contains a fixed mass of gas. The gas is cooled.
What happens to the pressure of the gas and what happens to the kinetic energy of the gas
molecules?
kinetic energy
pressure of gas
of molecules
13 A swimmer feels cold after leaving warm water on a warm, windy day.
Why does she feel cold even though the air is warm?
A The less energetic water molecules on her skin escape quickly.

B The more energetic water molecules on her skin do not escape quickly.
C The water on her skin does not evaporate quickly enough to keep her warm.
D The water on her skin evaporates quickly and cools her skin.
14 A circular metal disc is heated.
Which quantity decreases?
A its density
B its diameter
C its thickness
D its volume
15 The same quantity of thermal (heat) energy is given to two objects X and Y. The temperature rise
of object X is less than the temperature rise of object Y.
What accounts for this difference?
A X has a larger thermal capacity than Y.

B X is a better thermal conductor than Y.
C Y has a larger thermal capacity than X.
D Y is a better thermal conductor than X.
© UCLES 2015 0625/11/O/N/15

7
16 The air in a room is heated by a heater. The diagram shows the circulation of the air in the room.
circulation
of air
room
heater
Which statement about the air that is heated is correct?
A The air contracts and becomes less dense.

B The air contracts and becomes more dense.
C The air expands and becomes less dense.
D The air expands and becomes more dense.
17 Four rods are made from different metals P, Q, R and S. The rods have equal lengths and equal
diameters. The rods are heated at one end, in the same way.
The table shows the time taken for the temperature at the other end of each rod to rise by 1.0 °C.
Which metal is the best conductor of thermal energy (heat)?
metal time taken / s
P 35
Q 30
R 45
S 40
A metal P B metal Q C metal R D metal S

8
18 The diagram shows a side view of a water wave at a particular time. The diagram is drawn full
size.
direction of
travel of wave
Which statement about the wave is correct?
A The wave is longitudinal and the frequency can be measured from the diagram.
B The wave is longitudinal and the wavelength can be measured from the diagram.
C The wave is transverse and the frequency can be measured from the diagram.
D The wave is transverse and the wavelength can be measured from the diagram.
19 The diagram shows a water wave approaching a barrier with a gap.
barrier
direction
of travel
P
water wave
The wave reaches point P.
What is the name of the effect that causes the wave to reach point P?
A diffraction
B dispersion
C reflection
D refraction
20 The diagram represents the electromagnetic spectrum.
Some regions have been labelled, and some labels are missing.
Which region should be labelled as infra-red waves?
radio visible
A B C D γ-rays
waves light
© UCLES 2015 0625/11/O/N/15

9
21 A student draws a diagram representing three rays of light from point P passing through a
converging lens. Each point labelled F is a principal focus of the lens.
lens
P ray X
F F
ray Y ray Z
Which of the rays has the student drawn correctly?
A ray X and ray Y

B ray X and ray Z
C ray Y only
D ray Z only
22 The diagram shows a ray of light inside a glass rod. The critical angle for the light in the glass is
42°.
surface of
normal
ray of light glass rod
air
40°
glass rod
Which row shows what happens to the light when it reaches the surface of the glass rod?
any light any light

reflected? refracted?
A no no
B no yes
C yes no
D yes yes

10
23 Which row states whether light waves and whether sound waves can travel in a vacuum?
sound waves light waves
A no no
B no yes
C yes no
D yes yes
24 Sounds are produced by vibrating objects. A certain object vibrates but a person nearby cannot
hear any sound.
Which statement could explain why nothing is heard?
A The amplitude of the sound waves is too large.

B The frequency of the vibration is too high.
C The sound waves are transverse.
D The speed of the sound waves is too high.
25 Which row states whether each metal is ferrous or non-ferrous?
ferrous non-ferrous
A aluminium copper
B copper iron
C iron steel
D steel aluminium
26 Which procedure may be used to demagnetise a steel bar?
A cooling it in a freezer for several hours

B earthing it with a copper wire for several seconds
C removing it slowly from a coil carrying an alternating current (a.c.)
D rubbing it in one direction with a woollen cloth
27 What is the unit of electrical power?
A ampere
B joule
C volt
D watt
© UCLES 2015 0625/11/O/N/15

11
28 Some resistors are made using one type of wire. Two different lengths of wire are available. Each
length is available in two different diameters.
Which wire has the highest resistance?
A the wire with the greater length and the larger diameter
B the wire with the greater length and the smaller diameter
C the wire with the smaller length and the larger diameter
D the wire with the smaller length and the smaller diameter
29 Four students are each given an identical resistor and asked to find its resistance. They each
measure the potential difference across the resistor and the current in it.
One student makes a mistake.
Which row shows the results of the student that makes a mistake?
potential difference / V current / A
A 1.2 0.500
B 2.4 1.100
C 1.5 0.625
D 3.0 1.250
30 What is the circuit symbol for a variable resistor?
A B C D

12
31 The diagram shows a circuit containing three ammeters P, Q and R.
P A Q A R
A
Which statement about the readings on the ammeters is correct?
A The reading on P is equal to the reading on Q.

B The reading on P is equal to the reading on R.
C The reading on Q is greater than the reading on P.
D The reading on Q is greater than the reading on R.
32 The diagram shows a light-dependent resistor (LDR) connected in a potential divider circuit.
The brightness of the light falling on the LDR is increased.
Which row shows what happens to the resistance of the LDR, and what happens to the reading
on the voltmeter?
resistance of LDR reading on voltmeter
© UCLES 2015 0625/11/O/N/15

13
33 Four lamps are each labelled '60 W 230 V'.
In which circuit are the lamps connected so that they operate at normal brightness?
A B C D
230 V 230 V 230 V 230 V
34 A step-up transformer is used before electricity is transmitted by overhead cables.
Which statement explains why the step-up transformer is used?
A It increases the current to increase the speed at which the electricity travels.
B It increases the current to reduce energy loss in the cables.
C It increases the voltage to increase the speed at which the electricity travels.
D It increases the voltage to reduce energy loss in the cables.

14
35 A current-carrying wire XY lies in the magnetic field between the two poles of a U-shaped
electromagnet. A force acts on the wire XY because of the magnetic field.
electromagnet
current-carrying wire
X
Each of the following actions is carried out separately.
● The current in the wire XY is reversed.

● The magnetic field is reversed.
● Both the current in the wire XY and the magnetic field are reversed at the same
time.
How many of these actions cause the direction of the force on the wire XY to be reversed?
A 0 B 1 C 2 D 3
36 A current-carrying coil in a magnetic field experiences a turning effect.
power supply
+ –
N S
coil
How can the turning effect be increased?
A Increase the number of turns on the coil.

B Reduce the size of the current.
C Reverse the direction of the magnetic field.
D Use thinner wire for the coil.
© UCLES 2015 0625/11/O/N/15

15
37 The diagram shows cathode rays entering an electric field between two charged plates.
+ + + + + +
cathode rays
– – – – – –
How does the path of the cathode rays change and why?
A They move towards the negative plate because cathode rays have a negative charge.
B They move towards the negative plate because cathode rays have a positive charge.
C They move towards the positive plate because cathode rays have a negative charge.
D They move towards the positive plate because cathode rays have a positive charge.
210
38 The nuclide symbol for radioactive polonium is 84 Po .
A nucleus of this type of polonium emits an α-particle.
What is the proton number (atomic number) of the nucleus after it has emitted the α-particle?
A 82 B 83 C 84 D 85

16
39 A student investigates how the radiation from a radioactive source changes with time.
The table shows the results from the detector used by the student.
time / count rate /

minutes counts per minute
0 340
2.0 180
4.0 100
6.0 60
8.0 40
The experiment is repeated by many other students, who also measure the count rate every two
minutes.
The half-life of the source is known to be exactly 2.0 minutes.
Why is the measured count rate always greater than half the previous value?
A Radioactive emissions occur randomly with time.

B The detector used is very close to the source.
C There is background radiation present.
D The radioactive source is decaying.
40 The nuclide notation for radium-226 is 226

88 Ra .
How many electrons orbit the nucleus of a neutral atom of radium-226?
A 0 B 88 C 138 D 226
© UCLES 2015 0625/11/O/N/15

0625 PHYSICS
Cambridge is publishing the mark schemes for the October/November 2015 series for most

Question Question
Key Key
Number Number
1 A 21 B
2 A 22 D
3 D 23 B
4 C 24 B
5 D 25 D
6 C 26 C
7 C 27 D
8 B 28 B
9 D 29 B
10 C 30 B
11 B 31 B
12 A 32 A
13 D 33 B
14 A 34 D
15 A 35 C
16 C 36 A
17 B 37 C
18 D 38 A
19 A 39 C
20 B 40 B

* 9 4 8 2 3 6 4 4 4 7 *
PHYSICS 0625/21
1 hour 15 minutes

DC (NF/CGW) 96018/4
2
1 A student investigates the density of three different liquids.
The student pours liquid honey into a container, as shown in Fig. 1.1.
cm3
50
40
30
20
10
honey
Fig. 1.1
(a) (i) Name the container shown in Fig. 1.1.
...................................................................................................................................... [1]
(ii) Name the other piece of apparatus necessary when determining the density of the honey.
...................................................................................................................................... [1]
(b) The student then carefully adds some water and then some kerosene. The liquids do not mix
but form three separate layers as shown in Fig. 1.2.
cm3
50
kerosene
40
30
water
20
10
honey
Fig. 1.2
© UCLES 2015 0625/21/O/N/15

3
Identify the correct statements about the densities of the liquids. Tick only two boxes.
Honey has the smallest density.
Honey has a larger density than water.
Kerosene has the largest density.
Kerosene has a smaller density than water.
Water has a larger density than honey.
Water has a smaller density than kerosene.

[2]
(c) The mass of 13 cm3 of the kerosene is 10.5 g.
Calculate the density of the kerosene, including an appropriate unit.
density = .................................................. [4]
[Total: 8]

4
2 Cameras are used to check average speeds on a long straight road. Each camera records the
exact time that a car passes the camera.
Fig. 2.1 shows three cameras and the times at which the car passes.
camera A camera B camera C
h min s h min s h min s

08 : 43 : 17 08 : 45 : 57 08 : 54 : 20
(a) (i) Calculate the time taken for the car to travel between camera A and camera B. State your
answer in seconds.
time taken = ............................................... s [2]
(ii) The cameras are placed 5000 m apart.
Calculate the average speed of the car between camera A and camera B.
average speed = .......................................... m / s [3]
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5
(iii) Using the information on the clocks, describe the average speed of the car between
camera B and camera C. Tick one box.
slightly slower than between A and B
much slower than between A and B
same as between A and B
slightly faster than between A and B
much faster than between A and B

[1]
(b) The speed limit for the road is 30 m / s.
Use your answers to (a)(ii) and (a)(iii) to estimate whether the car’s average speed was
greater or less than the speed limit when travelling between camera A and camera C. Explain
how you decided on your answer.
estimate ....................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 9]

6
3 (a) There are three states of matter.
Draw three lines, each line connecting a state of matter to the diagram representing the
arrangement of the particles in that state of matter.
state of matter diagram
solid
liquid
gas
[1]
(b) Fig. 3.1 shows a perfume bottle.
plastic
stopper
air and
vapour
perfume
perfume
bottle
Fig. 3.1
(i) A student pours a small amount of perfume onto her arm. She notices that her arm feels
cold as the perfume evaporates.
Explain why the evaporating perfume produces a cooling effect on her arm.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2015 0625/21/O/N/15

7
(ii) When the perfume bottle is left by a window on a hot day, the stopper pops out of the
bottle.
Suggest why the stopper pops out of the bottle.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 6]

8
4 A student has a mobile (cell) phone. The phone receives a signal from a transmitter and produces
a ring tone.
(a) State two differences between the microwave signal received by the phone and the sound
wave produced when the phone rings.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
(b) Fig. 4.1 represents the waves emitted by the mobile phone. The waves interact with a wall,
and a doorway, in the room.
view from above
mobile phone
doorway
wall
With reference to Fig. 4.1, complete each of the following sentences using a word from the
box below.
diffracted dispersed reflected refracted
(i) When the waves hit the wall, the waves are .............................................................. . [1]
(ii) When the waves pass through the doorway, the waves are ...................................... . [1]
[Total: 4]
© UCLES 2015 0625/21/O/N/15

9
5 Fig. 5.1 shows a simple liquid-in-glass (alcohol) thermometer made by a technician in a laboratory.
Fig. 5.1
The thermometer is to be used to measure temperatures in the range −10 °C to 110 °C. There is
no scale on the thermometer.
(a) The scale is added using fixed points.
State the temperature of each of the fixed points used.
upper fixed point = .................................................. °C
lower fixed point = .................................................. °C

[2]
(b) Describe how the thermometer is cooled to its lower fixed point.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) Identify the physical property used by a liquid-in-glass thermometer to measure temperature.
Tick one box.
colour
expansion
pressure
resistance
[1]
[Total: 5]

10
6 Fig. 6.1 shows a sign used to warn drivers of a road hazard.
solar
panels
SLOW
DOWN
Fig. 6.1
The sign lights up as cars approach.
(a) The sign makes use of two sources of renewable energy, one of which is solar energy.
Identify the other source of renewable energy used by the sign. Tick the correct box.
chemical
geothermal
light
wind [1]
(b) Fill in the blank spaces to complete one of the useful energy conversions taking place when
the sign is operating using solar energy.
solar energy ................................. ................................. [2]
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11
(c) (i) In certain conditions, the sign cannot use its sources of renewable energy.
State these conditions.
...................................................................................................................................... [2]
(ii) The sign needs to be able to operate at all times.
Suggest a way of overcoming the problem identified in (c)(i).
...................................................................................................................................... [1]
(d) After passing the sign, the cars climb a steep hill.
State the type of energy gained by cars as they climb the hill.
.............................................................................................................................................. [1]
[Total: 7]

12
7 Fig. 7.1 shows an experiment to identify the pattern and direction of field lines around a bar
magnet.
paper
A
N magnet S C
Fig. 7.1
The bar magnet is placed on a sheet of paper. A plotting compass is placed in each of the four
positions labelled A, B, C and D.
The plotting compass is a small pivoted magnet, as shown in Fig. 7.2.
plotting
compass
S N
pivot
pointer
Fig. 7.2
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13
(a) In each of positions A, B, C and D on Fig. 7.1, carefully draw an arrow showing the position of
the pointer. Ignore the magnetic field due to the surroundings. [3]
(b) On Fig. 7.1, carefully draw two complete magnetic field lines, one through position B and the
other through position D. The lines you draw should start and finish on the bar magnet. [1]
(c) State the material from which a permanent magnet is made.
.............................................................................................................................................. [1]
[Total: 5]

14
8 Fig. 8.1 shows part of a wiring diagram for a car.
starter
motor
M
S relay
coil
Fig. 8.1
When the driver closes switch S, there is a current of 200 A in the starter motor.
(a) (i) Explain how closing switch S causes the starter motor to operate.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Explain why the cable connecting the motor to the battery is much thicker than the wire
connecting the switch S to the battery.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2015 0625/21/O/N/15

15
(b) Fig. 8.2 shows part of a lighting circuit for a car.
12 V P
fuse
Fig. 8.2
(i) The switch is closed. There is a current of 1.2 A in the fuse.
State the current at point P.
current = .............................................. A [1]
(ii) The lights of the car are connected in parallel.
State one reason for connecting lights in parallel.
...................................................................................................................................... [1]
[Total: 6]

16
9 A student investigates how the resistance of a thermistor changes with temperature. Fig. 9.1
shows the circuit that the student uses.
Fig. 9.1
(a) (i) Label clearly the thermistor in Fig. 9.1. [1]

(ii) On Fig. 9.1, draw a voltmeter connected so that the resistance of the thermistor can be
determined. [2]
(b) The student varies the temperature of the thermistor and records the ammeter readings. The
results are shown in Table 9.1.
Table 9.1
temperature of thermistor / °C 0 10 20 30 40 50
current in thermistor / mA 1.0 2.0 4.0 7.5 14.0 24.5
(i) The potential difference (p.d.) across the thermistor is 6.0 V at 20 °C.
Calculate the resistance of the thermistor at 20 °C. Include the unit.
resistance = .................................................. [4]
© UCLES 2015 0625/21/O/N/15

17
(ii) Fig. 9.2 shows the student’s results plotted on a graph.
25
20
current in
thermistor /
mA
15
10
0
0 10 20 30 40 50
temperature / °C
Fig. 9.2
The student suggests that the current in the thermistor is directly proportional to the
temperature of the thermistor.
Explain how the graph shown in Fig. 9.2 shows that the suggestion is incorrect.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 8]

18
10 A camera has a circuit containing a light-dependent resistor (LDR). Fig. 10.1 shows part of this
circuit.
6V
Fig. 10.1
(a) Describe what happens to the resistance of the LDR and the current in the LDR when a bright
light is shone on the LDR.
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) A camera lens is used to produce an image of an object OX. The arrangement is shown in
Fig. 10.2.
principal axis
O
F F
Fig. 10.2
The principal focuses of the lens are labelled F.
On Fig. 10.2,
(i) draw a ray from the top of the object, parallel to the principal axis and continuing through
and beyond the lens, [2]
(ii) draw in another ray to locate the position of the image of OX, [2]
(iii) carefully draw and label the image obtained. [1]
[Total: 7]
© UCLES 2015 0625/21/O/N/15

19
11 Three types of radioactive decay are by the emission of
α - radiation,
β - radiation,
γ - radiation.
(a) State which of the three types of emission has the greatest speed.
.............................................................................................................................................. [1]
(b) A nucleus of americium-241 decays to become a nucleus of neptunium-237 by the emission

of one particle.
The equation below describes the change. The symbol AZ X represents the particle emitted.
241Am 237 Np + AX
95 93 Z
(i) State the name given to each of the numbers A and Z.
A is the ........................................ number.
Z is the ........................................ number.

[2]
(ii) Determine the values of A and Z.
A = .......................................................
Z = .......................................................
[2]
(iii) State the name of the particle emitted.
...................................................................................................................................... [1]
[Total: 6]

20
12 Fig. 12.1 is a diagram of a power station that uses coal.
X generator
boiler transmission
lines
steam
transformer
coal
water
cooling
tower
Fig. 12.1
(a) (i) State the name of the part of the power station labelled X.
...................................................................................................................................... [1]
(ii) State two disadvantages of generating electricity using fossil fuels.
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
(b) The transformer converts the 25 kV output from the generator to 115 kV. The primary coil of
the transformer has 500 turns.
Calculate the number of turns on the secondary coil.
number of turns = .................................................. [3]
© UCLES 2015 0625/21/O/N/15

21
(c) Explain the advantages of transmitting electricity at high voltages such as 115 kV.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 9]
© UCLES 2015 0625/21/O/N/15

22
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© UCLES 2015 0625/21/O/N/15

23
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24
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© UCLES 2015 0625/21/O/N/15

0625 PHYSICS

B marks are independent marks, which do not depend on any other marks. For a B mark to
be scored, the point to which it refers must actually be seen in the candidate's
answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M
mark to be scored, the point to which it refers must be seen in a candidate's
answer. If a candidate fails to score a particular M mark, then none of the dependent
A marks can be scored.
they refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it. For example, if an equation carries a C mark
and the candidate does not write down the actual equation but does correct working
which shows he or she knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one
of the ways which allow a C mark to be scored.
in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
c.a.o. means "correct answer only".
e.c.f. means "error carried forward". This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of
working, he or she may be given marks indicated by e.c.f. provided his or her
subsequent working is correct, bearing in mind his or her earlier mistake. This
prevents a candidate being penalised more than once for a particular mistake, but
only applies to marks annotated "e.c.f."
owtte means “or words to that effect”
OR indicates alternative answers, any one of which is satisfactory for scoring the mark.
Spelling Be generous about spelling and use of English. However, do not allow ambiguities,
e.g. spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor / transformer.
Significant
figures Answers are generally acceptable to any number of significant figures ≥ 2, except
where the mark scheme specifies otherwise.
commonly, marks are allocated for specific units.

otherwise correct alternative offered by the candidate. i.e. right plus wrong penalty
applies.

1 (a) (i) measuring OR graduated cylinder B1
(ii) balance B1
(b) Honey has a larger density than water. B1

Kerosene has a smaller density than water. B1
(c) density = mass / volume in any form: words, symbols, numbers C1

10.5 / 13 C1
0.81 A1
g / cm3 B1
[Total: 8]
2 (a) (i) calculation seen using times from cameras A and B C1

160 (s) A1
(ii) speed = distance / time in any form: words, symbols, numbers C1

5000 / 160 C1
31.3 (m / s) A1
(iii) much slower than between A and B B1
(b) less / lower than suggested speed limit B1

either reference to just over limit between cameras A and B B1
then much slower speed, so average below limit B1
OR average speed over 10 000 m is about 15 m / s (for B2)
[Total: 9]
3 (a) three lines required: B1

• line from solid to bottom pattern
• line from liquid to middle pattern
• line from gas to top pattern
(b) (i) any two from: B2

• energy needed to turn liquid into a gas
• remaining perfume / liquid / particles have lower energy
• energy transfers from arm to perfume (cooling arm)
(ii) particles move / evaporate faster (when hotter) B1

collisions (with stopper) harder / more often B1
pressure greater (inside than outside) OR
force on stopper (from perfume) greater than friction + stopper weight B1
[Total: 6]

4 (a) any two from: B2

• microwave not heard / sound is heard
• sound is slower / longitudinal wave or signal is transverse
• sound needs medium / cannot travel through a vacuum
• signal is electromagnetic wave owtte
• sound has longer wavelength / lower frequency
(b) (i) reflected B1
(ii) diffracted B1
[Total: 4]
5 (a) 100 (°C) B1

0 (°C) B1
(b) thermometer (bulb) placed in ice C1

melting ice OR ice and water mixture A1
(c) expansion B1
[Total: 5]
6 (a) wind B1
(b) electrical B1
light B1
(c) (i) dark B1

no wind / calm B1
(ii) (back-up / rechargeable) battery B1
(d) gravitational potential (energy) B1
[Total: 7]

7 (a) A: arrow pointing left / away from N B1

C: arrow pointing left / same as A B1
B and D: arrow pointing right B1
(b) correct field lines carefully drawn through B and D B1
(c) steel B1
[Total: 5]
8 (a) (i) any two from: B2

• (small current in) relay coil produces magnetic field
• relay coil attracts armature
• starter motor connected across battery p.d.
(ii) lower (electrical) resistance B1

less heating (in cable) B1
(b) (i) 1.2 (A) B1
(ii) if a lamp fails other will work OR

each lamp can be controlled by a switch B1
[Total: 6]
9 (a) (i) thermistor correctly labelled B1
(ii) correct symbol for voltmeter B1

voltmeter in parallel with thermistor OR e.c.f. (a)(i) B1
(b) (i) R = V / I in any form: words, symbols, numbers C1

6.0 / 0.004 OR 6.0 / 4.0 C1
1500 A1
Ω OR ohm(s) B1
(ii) not a straight line / constant gradient OR not through origin B1
[Total: 8]

10 (a) resistance of LDR decreases M1

current increases A1
(b) (i) ray from object parallel to axis M1

ray continued correctly through F A1
(ii) second ray correctly drawn through centre of lens OR through F B1

intersection of two or more rays B1
(iii) image at intersection drawn and labelled correctly A1
[Total: 7]
11 (a) Gamma / γ B1
(b) (i) nucleon (accept mass) B1

proton (accept atomic) B1
(ii) A = 4 B1
Z=2 B1
(iii) alpha / α (particle) B1
[Total: 6]
12 (a) (i) turbine B1
(ii) any two from: B2

• produces sulfur oxides / nitrous oxides
• produces carbon dioxide
• (fossil fuels / they) are non-renewable / not sustainable (resources)
(b) V1 / V2 = N1 / N2 C1
115 / 25 × 500 C1
2300 A1
(c) smaller current (in transmission cables) B1

smaller heating effect (in transmission cables) B1
less energy wasted (in) / more efficient (transmission) B1
[Total: 9]

* 1 0 2 0 5 4 0 8 9 9 *
PHYSICS 0625/31
1 hour 15 minutes

DC (CW/SW) 96031/2
2
1 Fig. 1.1 shows a rocket-powered sled travelling along a straight track. The sled is used to test
components before they are sent into space.
sled
track
Fig. 1.1
Fig. 1.2 is the speed-time graph for the sled from time t = 0 s.
1000
800
speed
m/s 600
400
200
0
0 1.0 2.0 3.0 4.0
time / s
Fig. 1.2
(a) On Fig. 1.2, mark a point labelled P to indicate a time when the acceleration of the sled is not
constant. [1]
(b) (i) Calculate the acceleration of the sled at t = 1.0 s.
acceleration = ...........................................................[2]
(ii) Determine the distance travelled by the sled between t = 1.0 s and t = 2.0 s.
distance = ...........................................................[2]
© UCLES 2015 0625/31/O/N/15

3
(c) The resultant force acting on the sled remains constant during the test.
Suggest why the acceleration of the sled is not constant.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 6]

4
2 (a) (i) Mass is a scalar quantity.
State another scalar quantity.
...........................................................................................................................................
(ii) Force is a vector quantity.
State another vector quantity.
...........................................................................................................................................
[2]
(b) A boat is floating on still water.
The mass of the boat is 290 000 kg. A resultant force of 50 kN acts on the boat.
Calculate the acceleration of the boat.
acceleration = ...........................................................[3]
(c) Fig. 2.1, not to scale, shows the view from above of the boat, now on a fast-flowing river. The
boat accelerates.
Two forces are shown acting on the boat. The resultant of these forces is at right angles to the
river banks.
river bank
direction of
force from
engine
direction of
river current
direction of boat
force on boat
from river
current
river bank
© UCLES 2015 0625/31/O/N/15

5
Fig. 2.2 is an incomplete vector diagram of the forces acting on the boat.
resultant force
force from river current
Fig. 2.2
The force from the river current is 80 kN.
(i) Determine the scale that has been used in the vector diagram.
scale is ...............................................................
(ii) On Fig. 2.2, complete the vector diagram to determine the magnitude and direction of the
force from the engine. Measure the angle between the direction of the current and the
force from the engine.
magnitude of force from engine = ...............................................................
angle = ...............................................................
[4]
[Total: 9]

6
3 Fig. 3.1 shows a skier taking part in a downhill race.
Fig. 3.1
(a) The mass of the skier, including his equipment, is 75 kg. In the ski race, the total vertical
change in height is 880 m.
Calculate the decrease in the gravitational potential energy (g.p.e.) of the skier.
decrease in g.p.e. = ...........................................................[2]
(b) The skier starts from rest. The total distance travelled by the skier during the descent is
2800 m. The average resistive force on the skier is 220 N.
Calculate
(i) the work done against the resistive force,
work done = ...........................................................[2]
(ii) the kinetic energy of the skier as he crosses the finishing line at the end of the race.
kinetic energy = ...........................................................[2]
(c) Suggest why the skier bends his body as shown in Fig. 3.1.
...............................................................................................................................................[1]
[Total: 7]
© UCLES 2015 0625/31/O/N/15

7
4 (a) An object of mass m and specific heat capacity c is supplied with a quantity of thermal
energy Q. The temperature of the object increases by Δθ.
Write down an expression for c in terms of Q, m and Δθ.
c = ............................................................[1]
(b) Fig. 4.1 shows the heating system of a hot water shower.
power supply
cold water in hot water out
heating element
Fig. 4.1
Cold water at 15 °C flows in at the rate of 0.0036 m3 / minute. Hot water flows out at the same
rate.
(i) Calculate the mass of water that passes the heating element in one minute. The density
of water is 1000 kg / m3.
mass = ...........................................................[2]
(ii) The power of the heating element is 8.5 kW.
Calculate the temperature of the hot water that flows out. The specific heat capacity of
water is 4200 J /(kg °C).
temperature = ...........................................................[4]
[Total: 7]

8
5 (a) Smoke particles are introduced into a glass box containing air. Light shines into the box so
that, when observed through a microscope, the smoke particles can be seen as bright points
of light.
Describe the motion of the smoke particles and account for this motion in terms of the air
molecules.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Fig. 5.1 shows a quantity of gas in a cylinder sealed by a piston that is free to move.
gas
cylinder piston
Fig. 5.1
(i) The temperature of the gas is increased.
State what happens, if anything,
1. to the piston,
...........................................................................................................................................
2. to the pressure of the gas.
...........................................................................................................................................
[2]
(ii) The piston is now fixed in place and the temperature of the gas is increased further.
Explain, in terms of the behaviour of molecules, what happens to the pressure of the gas.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]
© UCLES 2015 0625/31/O/N/15
9
6 A sound wave, travelling in air, approaches a solid barrier with a gap in the middle. Fig. 6.1
represents the compressions and rarefactions of the sound wave. The compressions are labelled
A, B and C.
barrier
A B C
compression
rarefaction
Fig. 6.1
(a) State how a compression differs from a rarefaction.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The speed of sound in air is 340 m / s. The frequency of the sound is 850 Hz.
For this wave, determine
(i) the wavelength,
wavelength = ...........................................................[2]
(ii) the time that elapses before compression A reaches the barrier.
time = ...........................................................[2]
(c) On Fig. 6.1, draw the shape and positions of compressions B and C as compression A
reaches the barrier. [2]
(d) Sound waves can also travel in water.
State how the speed of sound in water compares with the speed of sound in air.
...............................................................................................................................................[1]
[Total: 8]
10
7 (a) Fig. 7.1 shows a convex lens being used to produce an image of an object.
principal
focus
image object
Fig. 7.1
(i) Place three ticks in the table that describe this image.
can only be formed on a screen

diminished
enlarged
inverted
real
same size
upright
virtual
[3]
(ii) On Fig. 7.1, mark a letter E to indicate a possible position for an eye to be placed to
observe this image. [1]
(iii) State an application in which a convex lens is used in this way.
.......................................................................................................................................[1]
© UCLES 2015 0625/31/O/N/15

11
(b) In the space below, draw a ray diagram to locate the image of an object of height 1.0 cm
placed 5.0 cm from a convex lens of focal length 2.0 cm. Draw your diagram full size. You are
advised to locate the lens roughly in the centre of the space. Label the image.
[3]
[Total: 8]

12
8 A digital watch is powered by a 1.3 V cell. The cell supplies a current of 4.1 × 10–5 A (0.000041 A)
for 1.6 × 107 s.
Calculate
(a) the charge that passes through the cell in this time,
charge = ...........................................................[2]
(b) the resistance of the electrical circuit in the watch,
resistance = ...........................................................[2]
(c) the output power of the cell.
power = ...........................................................[2]
[Total: 6]
© UCLES 2015 0625/31/O/N/15

13
9 Fig. 9.1 shows two separate coils of wire wound around an iron core.
primary secondary
coil coil
iron core
Fig. 9.1
An a.c. supply is connected across the primary coil and a 12 V lamp is connected across the
secondary coil. The lamp glows with normal brightness.
(a) State the name of the device shown in Fig. 9.1.
...............................................................................................................................................[1]
(b) Explain why there is a current in the lamp.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) (i) The coil connected to the lamp has 450 turns. The e.m.f. of the a.c. supply is 240 V.
Calculate the number of turns on the coil connected to the a.c. supply.
number of turns = ...........................................................[2]
(ii) A 240 V d.c. supply is used instead of the 240 V a.c. supply. Tick one box to indicate what
happens to the lamp.
glows more brightly
glows with the same brightness
glows less brightly
does not glow

[1]
[Total: 8]
14
10 (a) Fig. 10.1 shows the symbol for a logic gate.
Fig. 10.1
(i) State the name of this gate. ......................................... [1]
(ii) On Fig. 10.1, label an input and an output. [1]
(iii) In the space below, draw the symbol for a NAND gate.
[1]
© UCLES 2015 0625/31/O/N/15

15
(b) A very low frequency alternating voltage is applied between A and B in the circuit shown in
Fig. 10.2.
A B
A
centre-zero
ammeter
Fig. 10.2
On each diagram, draw a possible position of the indicator needle of the ammeter at the time
in the cycle when
(i) A is positive and B is negative,
–1 0 +1
–2 +2
(ii) there is no p.d. between A and B,
–1 0 +1
–2 +2
(iii) A is negative and B is positive.
–1 0 +1
–2 +2
A
[3]
[Total: 6]

16
11 (a) State, in terms of the particles in each nucleus, how the nuclei of two isotopes of the same
element are different.
...............................................................................................................................................[1]
(b) Fig. 11.1 shows a graph of nucleon number against proton number. The nucleus 21 2 Bi is
83
plotted on the graph at the cross marked P.
213
P
212
nucleon 211
number
210
209
208
79 80 81 82 83 84
proton number
Fig. 11.1
(i) On Fig. 11.1,
1. plot a cross labelled Q for the nucleus formed when the 21 2 Bi nucleus emits an
83
α-particle,
2. plot a cross labelled R for the nucleus formed when the 21 2 Bi nucleus emits a
83
β-particle.
[4]
(ii) The half-life for the decay of 21823 Bi is 60 minutes.
A sample of 21823 Bi is placed at a fixed distance from a detector. The initial measurement
of the count rate from the sample of 21823 Bi is 2400 counts per minute.
Calculate the count rate from the sample 5.0 hours later.
count-rate = ...........................................................[2]
[Total: 7]
© UCLES 2015 0625/31/O/N/15

0625 PHYSICS

point to which it refers must be seen in a candidate's answer. If a candidate fails to
score a particular M mark, then none of the dependent marks can be scored.
a dependent mark.
brackets, e.g.10 (J) means that the mark is scored for 10, regardless of the unit given.
what we want, give credit. However, beware of and do not allow ambiguities, e.g.
applies.
cao correct answer only.

candidate being penalised more than once for a particular mistake, but only applies to
marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any
Figures exceptions to this general rule will be specified in the mark scheme.
Condone wrong use of upper and lower case symbols, e.g. pA for Pa.

1 (a) point marked P (on line or time axis) at t ≥ 2.0 s B1
(b) (i) attempt at gradient OR (a =) ∆v / t OR (v – u) / t OR 240 (–0) / 2.0

OR division of correct points on graph C1
120 m / s2 A1
(ii) suggestion of area (under graph) in words or formula or numbers
OR 0.5 (120 + 240) × 1.0 OR [(120 × 1.0) + (0.5 × 120 × 1.0)] C1
180 m A1
(c) mass of sled changes / decreases OR fuel used up B1
[Total: 6]
2 (a) (i) any scalar quantity other than mass B1
(ii) any vector quantity other than force B1
(b) F = ma in any form OR (a =) F / m C1

50 000 / 290 000 OR 50 / 290 C1
a = 0.17 m / s2 A1
(c) (i) 1 cm: 20 000 N / 20 kN B1
(ii) triangle completed B1

230 000 N OR 230 kN in range 220 000 N – 240 000 N / 220 kN – 240 kN B1
by calculation: 110o
OR by measurement: 108o – 112o B1
[Total: 9]
3 (a) (g.p.e.=) mgh OR 75 × 10 × 880 C1

= 6.6 × 105 J / Nm OR 660 kJ / kNm A1
(b) (i) (work =) Fs / Fd OR 220 × 2800 C1

= 6.2 × 105 J / Nm OR 620 kJ / kNm A1
(ii) answer to (a) – answer to (b)(i) C1

e.g. (k.e.=) 6.6 × 105 – 6.2 × 105 = 4.0 × 104 J OR 44 kJ
OR 6.6 × 105 – 6.16 × 105 = 4.0 × 104 J OR 44 kJ A1
(c) (to go faster by) reduced air resistance / drag / resistive force
OR to lower centre of mass OR increase stability / balance B1
[Total: 7]

4 (a) c = Q / (m∆θ) B1
(b) (i) d = m / V in any form OR (m =) Vd OR 0.0036 × 1000 C1

3.6 kg A1
(ii) (E =) Pt OR 8500 × 60 OR 510 000 J OR 5.1 × 105 J C1

∆θ = Q / mc OR ∆θ = Pt / mc in any form OR 5.1 × 105 / (3.6 × 4200) C1
= 34 (oC) A1
OR ∆θ = P / (mass per second × c) (C1)

= 8500 / [(0.0036 / 60) × 4200 (C1)
= 34 (oC) (A1)
outflow temp = 15 + 33.73 = 49 oC B1
[Total: 7]
5 (a) any two of motion of smoke particles:

random / haphazard / unpredictable movement;
sudden changes of direction / zig-zag motion;
appear / disappear from view OR go out of / come into focus; B2
any two of conclusions about air molecules:

collide with smoke particles OR smoke particles collide with / moved by air molecules;
air molecules fast(er);
air molecules small(er) / light(er);
move randomly; B2
(b) (i) 1 (the piston) moves to the right / out(wards) / is pushed away B1
2 (the pressure of the gas) remains constant B1
(ii) (pressure of the gas) increases B1

more frequent collisions (of gas molecules) with piston / walls / container
OR (gas molecules) collide with piston / walls / container with great(er) force B1
[Total: 8]

6 (a) (in compressions) pressure higher OR molecules / atoms / particles close(r) together / (more)
tightly packed B1
(b) (i) v = fλ in any form OR (λ =) v / f OR 340 / 850 C1

= 0.40 m A1
(ii) distance (of compression A from barrier) = 2.5 × 0.40 OR 1.0 m C1

time (to reach barrier) = 1 / 340 = 2.9 × 10–3 s OR 2.9 ms A1
OR T (= 1 / f) = 1 / 850 OR 0.4 / 340 OR 1.2 × 10–3 (C1)

(moves 2.5 wavelengths:) time = 2.5 / 850 = 2.9 × 10–3 s OR 2.9 ms (A1)
(c) two circular arcs centred on mid-point of gap in barrier by eye B1

along centre line, arcs separated by the same distance as adjacent compressions
approaching barrier B1
(d) (speed in water) greater OR numerical value greater than 340 m / s B1
[Total: 8]
7 (a) (i) boxes ticked:

enlarged
upright
virtual B3
(ii) E marked anywhere to right of lens B1
(iii) magnifying glass(es) or lens / eyepiece of telescope / microscope / binoculars B1
(b) object in correct position and correct size and F in correct position from label or
correct ray intersection with axis B1
two correct rays M1
image between 28 mm and 38 mm from lens and labelled as word or letter A1
[Total: 8]
8 (a) (Q =) It OR 4.1 x10–5 × 1.6 × 107 C1

= 660 C A1
(b) (R =) V / I OR 1.3 / 4.1 × 10–5 C1

= 32 000 Ω OR 32 kΩ A1

(c) 1st method: (P =) IV OR 4.1 × 10–5 × 1.3

OR 2nd method: (P =) I2R OR (4.1 × 10–5)2 × 32 000
OR 3rd method: (P =) V2 / R OR 1.32 / 32 000
OR 4th method: (P =) QV / t OR 660 × 1.3 / 1.6 × 107 C1
1st and 3rd methods: 5.3 × 10–5 W / 0.000053 W

2nd and 4th methods: 5.4 × 10–5 W / 0.000054 W A1
[Total: 6]
9 (a) (step-down) transformer B1
(b) (alternating current causes) magnetic field in core / iron B1

magnetic field changes / alternates B1
field cuts / links with secondary coil OR secondary coil cuts field B1
e.m.f. / voltage induced (and current flows in lamp)
OR induced current (in lamp) B1
(c) (i) V1 / V2 = N1 / N2 in any form OR (N1 =) N2 × V1 / V2 OR 450 × 240 / 12 C1

= 9000 A1
(ii) tick 4th box B1
[Total: 8]
10 (a) (i) OR (gate) B1
(ii) 1 input and 1 output labelled with words B1
(iii) correct symbol
B1
(b) (i) needle not deflected B1
(ii) needle not deflected B1
(iii) needle deflected either way B1
[Total: 6]

11 (a) different number of neutrons (in the nucleus) OR different neutron number B1
(b) (i) 1 letter Q at nucleon number = 208 B1

proton number = 81 B1
2 letter R at nucleon number = 212 B1

proton number = 84 B1
(ii) evidence of dividing original number by 2 C1

75 (counts) / min OR 1.25 (counts) / s OR 4500 (counts) / hr A1
[Total: 7]

PHYSICS 0625/51
* 7 7 5 8 4 8 2 6 0 0 *
by phone: +44 1223 553554,
by fax: +44 1223 553558,
DC (LK/CGW) 95683/2
2
the apparatus.
© UCLES 2015 0625/51/CI/O/N/15
3
Question 1
(i) 2 clamps, 2 bosses and 2 stands.

(ii) Pendulum bob attached to approximately 60 cm of thin inextensible string.
(iii) Metre rule.
(iv) Stopwatch with a minimum precision of 0.1 s. Candidates may use their own wristwatch facility
if they wish.
(v) Split cork or similar device to hold the string of the pendulum between the jaws of the clamp.
(vi) 50 cm rule or 50.0 cm long strip of wood or thick card of similar dimensions to a standard
laboratory half-metre rule. See note 4.
(vii) Thin nail or similar, to act as a pivot. See note 5.
Notes
1. The pendulum should be set up for the candidates with length approximately 45 cm from the
bottom of the split cork to the bottom of the pendulum bob.
2. Candidates must be able easily to adjust the length of the pendulum.
3. It may be necessary to increase the stability of the clamp stands (for example, using a G-clamp or
by placing a weight on the base).
4. The rule is to have a small hole at the 1.0 cm mark to accept the pivot.
5. The rule is to be set up as shown in Fig. 1.1. The sharp end of the nail must be held within the
clamp and the blunt end of the nail must be facing the candidate. The rule must be able to swing
freely on the pivot.
clamp 0 cm mark
1.0 cm mark
pivot
50.0 cm mark
Fig. 1.1
Check that the apparatus is set up as described in notes 1 and 5.

4
Question 2
(i) Thermometer, – 10 °C to 110 °C, graduated in 1 °C intervals.

(ii) 250 cm3 beaker, labelled A, containing 100 cm3 of water at room temperature. See notes
3 and 4.
(iii) 250 cm3 beaker, labelled B.
(iv) 100 cm3 or 250 cm3 measuring cylinder.
(v) Clamp, boss and stand.
(vi) Supply of hot water. See notes 1 and 2.
(vii) Stirrer. A teaspoon is suitable.
(viii) Supply of paper towels to mop up any spills of water.
Notes
1. The hot water is to be supplied for each candidate by the Supervisor. The water should be
maintained at a temperature as hot as is reasonably and safely possible. Each candidate will
require about 150 cm3 of hot water.
and out of the water without the danger of a beaker tipping.
4. The thermometer bulb must be in the water in beaker A at the start of the experiment.
Empty the beakers and measuring cylinder.

Refill beaker A with 100 cm3 of water at room temperature.
Replace the thermometer in beaker A.
© UCLES 2015 0625/51/CI/O/N/15

5
Question 3
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are supplied with a power supply
(e.g. taped).
(ii) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V. See note 3.
(iii) Ammeter capable of measuring the current in the circuit shown in Fig. 3.1 with a minimum
precision of 0.02 A. See note 3.
(iv) Resistor of nominal value 4.7 Ω with a power rating of at least 2 W, labelled R.
(v) Switch. The switch may be an integral part of the power supply.
(vi) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
(vii) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
(viii) Sliding contact, labelled C. This may be a jockey or a small screwdriver connected to a lead
(ix) Sufficient connecting leads to set up the circuit shown in Fig. 3.1.
Notes
power supply
A
resistance
wire
R
A B
V sliding
contact C
Fig. 3.1
2. If cells are to be used, they must remain adequately charged throughout the examination. Spare
cells should be available.

Check that the circuit works. Switch off.

6
Question 4
(i) Sheet of plain A4 size paper with a hole in one corner, one per candidate.
(ii) Plane mirror with a holder. See note 1.
(iii) Four optics pins.
(v) Protractor. Candidates may use their own.
(vi) 50 cm or 30 cm ruler, graduated in mm. Candidates may use their own.
(vii) String or treasury tag (to tie the plain A4 sheet of paper into the Question Paper). One per
candidate.
Notes
1. The mirror should be capable of standing vertically with one edge on the sheet of plain A4 paper.
2. Spare sheets of plain paper, pins and mirrors should be available.
Supply a sheet of plain A4 paper and string or treasury tag, see items (i) and (vii).
© UCLES 2015 0625/51/CI/O/N/15

7
0625/51
General
in the scripts;

8
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ...................................................... SIGNED ...........................................................

© UCLES 2015 0625/51/CI/O/N/15

* 3 7 7 7 2 9 0 6 6 7 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (LK/CGW) 95682/2
2
1 In this experiment, you will investigate two different types of pendulum.
Carry out the following instructions, referring to Figs. 1.1, 1.2 and 1.3.
clamp clamp clamp 0 cm mark
1.0 cm mark pivot
bob
one complete
oscillation 50.0 cm mark
Fig. 1.1 Fig. 1.2 Fig. 1.3
A pendulum has been set up for you as shown in Fig. 1.1.
(a) Adjust the pendulum until its length l = 50.0 cm. The length l is measured to the centre of the
bob.
Explain briefly how you measured the length l as accurately as possible.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2015 0625/51/O/N/15

3
(b) (i) Displace the pendulum bob slightly and release it so that it swings.
Measure the time tS for 20 complete oscillations of the pendulum (see Fig. 1.2).
tS = ...........................................................[1]
(ii) Calculate the period TS of the pendulum. The period is the time for one complete
oscillation.
TS = ...........................................................[2]
(iii) Explain why measuring the time for 20 swings, rather than for 1 swing, gives a more
accurate value for TS.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(c) The pendulum shown in Fig. 1.3 is a solid strip of length 50.0 cm. It has been set up for you.
(i) Displace this pendulum slightly and release it so that it swings.
Measure the time tC for 20 complete oscillations of the pendulum.
tC = ...............................................................
(ii) Calculate the period TC of the pendulum. The period is the time for one complete
oscillation.
TC = ...............................................................
[2]

4
(d) A student suggests that TC should be equal to TS.
State whether your results support this suggestion. Justify your answer by reference to the
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) Assume that the length l of the first pendulum has been measured accurately and that the
length of the strip that forms the second pendulum is exactly 50.0 cm long.
Suggest why it may not be fair to state that both pendulums have the same length l = 50.0 cm.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
© UCLES 2015 0625/51/O/N/15

5
(a) Measure the temperature θ R of the water in beaker A.
θ R = ...........................................................[1]
(b) Pour 100 cm3 of hot water into beaker B. Place the thermometer in beaker B, as shown in
Fig. 2.1.
thermometer
beaker B
water
Fig. 2.1
(i) Record the temperature θH of the hot water in beaker B.
θH = ...........................................................[1]
(ii) State one precaution that you took to ensure that the temperature reading is as reliable
as possible.
...........................................................................................................................................
.......................................................................................................................................[1]

6
(c) Add the water from beaker A to the hot water in beaker B. Stir briefly. Record the
temperature θ M.
θ M = ...........................................................[1]
(d) Calculate the average temperature θA of the hot water and the cold water using the equation
(θ + θR)
θA = H .
2
θA = ...........................................................[2]
(e) A student carefully carries out this experiment and finds that θ M is less than θ A.
He was expecting that the temperature θ M of the mixture would be the same as the average
temperature θ A of the hot water and cold water.
Suggest two factors that could cause θ M and θ A to be different.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(f) Fig. 2.2 shows a measuring cylinder.
100
cm3
90
80
70
60
50
40
30
20
10
Fig. 2.2
© UCLES 2015 0625/51/O/N/15

7
Three students take the volume reading. Their readings are:
• Student 1: 80 cm3
(i) State the correct reading.
correct reading = ...............................................................
(ii) Explain briefly the mistake made by one of the other students.
Student ................... is incorrect, because ........................................................................
...........................................................................................................................................
[2]
[Total: 10]

8
3 In this experiment, you will determine the resistance of a resistor.
power supply
resistance
wire
R l
A B
sliding
V contact C
Fig. 3.1
(a) (i) Switch on. Measure the current I in the circuit.
I = ...........................................................[1]
(ii) Place the sliding contact C at a distance l = 20.0 cm from A.
Measure, and record in Table 3.1, the reading on the voltmeter.
(iii) Repeat the procedure in (ii) using l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
Switch off.
Table 3.1
l / cm V /V
20.0
40.0
60.0
80.0
100.0
[1]
© UCLES 2015 0625/51/O/N/15

9
(b) Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0, 0).
[5]
(c) (i) Determine the value of the intercept Y on the y-axis.
Y = ...........................................................[1]
Y
(ii) Calculate the ratio . The value of I is your answer to part (a) (i).
I
Y
= ...............................................................
I
Y
(iii) I is numerically equal to the resistance R of the resistor R.
Write down a value for R to a suitable number of significant figures for this experiment.
Include the unit.
R = ...............................................................
[2]
[Total: 10]

10
4 In this experiment, you will investigate reflection using a plane mirror.
Carry out the following instructions, using the separate ray-trace sheet provided. You may refer to
Fig. 4.1 for guidance.
hole
A
M R
30°
B
L
eye
Fig. 4.1
© UCLES 2015 0625/51/O/N/15

11
(a) Draw a line 10.0 cm long near the middle of your ray-trace sheet. Label the line MR. Draw
a normal to this line that passes through its centre. Label the normal NL. Label the point at
which NL crosses MR with the letter A.
(b) Draw a line 8.0 cm long from A at an angle of incidence i = 30° to the normal, below MR and
to the left of the normal. Label the end of this line B.
(c) Place the reflecting face of the mirror vertically on the line MR.
(d) Place a pin P1 at point B, 8.0 cm from the point A.
(e) Place pin P2 on line AB a suitable distance from pin P1.
(f) View the images of pins P1 and P2 from the direction indicated by the eye in Fig. 4.1. Place
two pins P3 and P4, a suitable distance apart, so that pins P3 and P4, and the images of P2
and P1, all appear exactly one behind the other. Label the positions of P3 and P4.
(g) Remove the pins and the mirror. Draw the line joining the positions of P3 and P4. Extend the
line until it meets NL.
(h) Measure, and record in Table 4.1, the angle r between NL and the line joining the positions of
P3 and P4.
Table 4.1
i/° r/°
30
[2]
(i) Draw a second normal to line MR, 2.0 cm to the right of NL. Label the normal XY. Label the
point at which XY crosses MR with the letter C. Draw the line BC. Measure, and record in the
table, the angle i between BC and XY.
(j) Place pin P1 at point B. Place pin P2 on line BC a suitable distance from pin P1.
(k) Repeat the procedure in parts (f) and (g) using the new normal XY.
(l) Measure, and record in the table, the angle r between XY and the line joining the new positions
of P3 and P4.
(m) State two precautions that you took in this experiment in order to obtain reliable readings.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]

12
(n) A student has done this experiment very carefully, taking these precautions.
She is disappointed to find that her lines for the reflected rays are not exactly where she
predicts from the theory.
Suggest a practical reason for this.
...............................................................................................................................................[1]
[Total: 10]
© UCLES 2015 0625/51/O/N/15

0625 PHYSICS

or she may be given marks indicated by e.c.f. provided his or her subsequent working is
correct, bearing in mind his or her earlier mistake. This prevents a candidate being
penalised more than once for a particular mistake, but only applies to marks annotated
"e.c.f."
Significant Answers are generally acceptable to any number of significant figures ≥ 2, except where
figures the mark scheme specifies otherwise.
applies.

1 (a) centre of bob touching rule OR how to avoid parallax OR how to use set-square OR measure
to top / bottom of bob and add / subtract radius OR measure to top and bottom of bob and
average OR look perpendicularly at scale [1]
(b) (i) tS 10–35 (s) [1]
(ii) TS = tS / 20 (s) and value 1.3–1.5 [1]

TS = 1.40–1.45 [1]
(iii) reaction time inaccuracy is a smaller part of total time measured (owtte) [1]
(c)(i)(ii) tC recorded, TC = tC / 20 and TC = 1.05–1.3 [1]

unit s given for times [1]
(d) correct statement for results (expect No) [1]
justification must include idea of too different to be within limits of experimental accuracy [1]
(e) pivot at 1 cm mark (owtte) OR centre of mass not 50 cm below pivot [1]
[Total: 10]
2 (a) θ R 10–50 (°C) [1]
(b) (i) θ H 50–100 (°C)
(ii) view thermometer at right angles OR wait until reading stops rising OR stir water
OR thermometer not touching sides / bottom [1]
(c) θ M value between θ R and θ H [1]
(d) correct calculation of θ A and value ⩾ θ M [1]

temperatures given in °C [1]
(e) any two from:

heat loss to surroundings / beaker OR heat loss / drop in temperature by evaporation
delays in taking readings
amount / mass / volume of cold water different to hot (owtte)
thermal capacity of beaker [2
(f) (i) 78 (cm3) [1]
(ii) EITHER: Student 1 (80) – read to top of meniscus

OR Student 2 (79) – divisions are every 2 cm3, not 1 cm3
OR Student 2 (79) – scale not read at right angles [1]
[Total: 10]

3 (a) (i) I to at least 2 dp and less than 1A [1]
(ii) (iii) all V to at least 1 dp and less than 3V and increasing [1]
(b) graph:
axes both correctly labelled and right way round, with units [1]
suitable scales, to include origin [1]
good line judgements. Single, thin, continuous line [1]
quality of results: all points within 2 small squares on candidate’s straight line [1]
(c) (i) intercept correct to ½ small square [1]
(ii) ratio correct AND in range 3–7(Ω) [1]
(iii) r value equal to ratio, 2 or 3 significant figures and Ω [1]
[Total: 10]
4 (a) ray-trace:
normal drawn at centre of MR, second normal 2 cm and 2 mm to right [1]
first incident ray at 30° ± 1° [1]
first P1P2 at least 5 cm apart [1]
reflected rays in correct positions [1]
all lines correctly drawn and neat [1]
table:
i value correct ± 1° from trace [1]
r values within 2° of i values [1]
(m) any two from:

ensure pins are vertical / view bases of pins
pins far apart (or greater than 5 cm)
ensure mirror is exactly on MR
thin lines / sharp pencil / thin pins
repeats [2]
(n) any one from:

thickness of mirror / silvering at back of the glass / mirror
thickness of pins
difficulty in exactly lining up pins and their images [1]
[Total: 10]

0625 PHYSICS

or she may be given marks indicated by e.c.f. provided his or her subsequent working is
correct, bearing in mind his or her earlier mistake. This prevents a candidate being
penalised more than once for a particular mistake, but only applies to marks annotated
"e.c.f."
Significant
figures Answers are generally acceptable to any number of significant figures ≥ 2, except where
the mark scheme specifies otherwise.
applies.

1 (a) (i) 4.2 (cm) OR 42 (mm) [1]
(ii) centre of bob touching rule OR how to use fiducial aid, e.g. set-square OR measure to
top / bottom of bob and add / subtract radius OR measure to top and bottom of bob and
average OR look perpendicularly at scale [1]
(b) (i) 28.2(0) (s) [1]
(ii) 1.41(s) (e.c.f. from (i) AND TC = 1.16(s)) [1]
(iii) (reaction time) inaccuracy – smaller part of total time measured owtte [1]
(c) (i) repeats OR start counting at nought OR use a fiducial mark owtte [1]
(ii) see (b)(ii)
(d) correct statement for results [1]

justification must include idea of too different to be within limits of experimental accuracy
(e.c.f. close enough to be within limits of experimental accuracy) [1]
(e) pivot at 1 cm mark owtte OR centre of mass of rule not 50 cm below pivot [1]
[Total: 9]
2 (a) (i) V = 2.2 (V) [1]
(ii) I = 0.2(0) (A) [1]
(b) graph:
• axes both correctly labelled, right way round and with units [1]
• suitable scales, to include origin [1]
• good best-fit line judgement, single, thin, continuous line [1]
(c) (i) intercept correct to ½ small square [1]
(ii) ratio correct AND R value equal to ratio, ignore any unit, e.c.f. allowed [1]
(iii) 2 or 3 sig. figs. AND unit of Ω [1]
[Total: 9]

3 (a)(i)(ii) ray-trace:
• normal at 90° and crossing MR at intersection with P3P4 line [1]
• incident ray at 30° ± 2° in correct quadrant [1]
• incident ray 8.0 cm long [1]
(b) B to X at least 5.0 cm [1]
(c) (i) P3P4 line correctly drawn AND all lines single, thin, continuous lines [1]
(ii) r =31(°)–33(°) [1]
(d) any two from:

• ensure pins are vertical / view bases of pins
• pins far apart (or > 5 cm)
• ensure mirror exactly on MR / ensure mirror does not move
• thin lines / sharp pencil / thin pins
• repeats [2]
(e) any one from:

• thickness of lines / pencil / mirror / pins
• difficulty of lining up pins and images [1]
[Total: 9]
4 (a) θC = 22 °C [1]
(b) view thermometer at right angles OR stirring OR wait for reading to stop rising OR
thermometer (bulb) not touching sides / bottom of beaker owtte [1]
(c) θA = 52.5 (°C) OR e.c.f. [1]
(d) any two from:

• heat loss to surroundings / beaker OR heat loss / drop in temperature by evaporation
• delays in taking readings
• reference to uncertainty in volume measurements [2]
(e) (i) 78 (cm3) [1]
(ii) EITHER:
Student 1 (80) – read to top of meniscus OR scale not read at right angles
OR Student 2 (79) – divisions are every 2(cm3) not 1(cm3)
OR Student 2 (79) – scale not read at right angles [1]
[Total: 7]

5 (a) in correct order: object, lens, screen [1]

all three components on bench and all perpendicular to bench [1]
(b) 50–100 (cm) [1]
(c) any two from:

• difficulty in deciding exact position of lens for best image / image not quite clear
owtte
• difficulty in measuring to centre of lens
• room too bright / lamp too dim [2]
(d) image shown upside down [1]
[Total: 6]

PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2016
45 minutes
Soft clean eraser
*8912063471*

IB16 11_0625_11/5RP
2
1 A student has a can of oil.
Which quantity can be measured using only a measuring cylinder?
A density of the oil

B mass of the oil
C volume of the oil
D weight of the oil
2 The graph shows how the distance travelled by a vehicle changes with time.
S
distance
Q R
P
0
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 constant
© UCLES 2016 0625/11/O/N/16

3
3 A stone falls freely from the top of a cliff. Air resistance may be ignored.
Which graph shows how the acceleration of the stone varies with time as it falls?
A B
acceleration acceleration
0 0
0 time 0 time
C D
0 0
0 time 0 time
4 What name is given to the gravitational force of the Earth on an object?
A density
B mass
C volume
D weight

4
5 The diagrams show an empty rectangular box, and the same box filled with liquid.
The box has a mass of 60 g when empty. When filled with liquid, the total mass of the box and the
liquid is 300 g.
empty box box filled with liquid

60 g 300 g
The density of the liquid is 1.2 g / cm3.
What is the volume of the liquid in the box?
A 50 cm3 B 200 cm3 C 250 cm3 D 300 cm3
6 The diagrams show four identical objects. Each object is acted on by only the forces shown.
Which diagram shows an object in equilibrium?
A B C D
10 N 10 N 10 N 10 N 10 N 20 N
10 N 10 N
20 N 10 N 10 N 10 N
© UCLES 2016 0625/11/O/N/16

5
7 A student investigates a steel spring. He measures the length of the spring, then he hangs
different weights from the spring. He measures the length of the spring for each different weight.
The table shows his results.
length of
weight / N
spring / mm
0.0 108
2.0 116
4.0 124
6.0 132
A weight of 3.0 N is hung from the spring.
What is the extension of the spring?
A 4 mm B 12 mm C 40 mm D 120 mm
8 The diagram shows a plank balanced on a pivot. Three forces F, P and Q act on the plank, as
shown.
pivot
P F Q
The force F is increased, but continues to act at the same distance from the pivot. The plank is no
longer balanced.
Which change could make the plank balance again?
A decrease Q
B increase P
C move P further from the pivot
D move Q further from the pivot
9 Which energy transfer takes place when petrol is burned?
A chemical to internal energy of surroundings (heat)

B chemical to nuclear
C gravitational potential to internal energy of surroundings (heat)
D kinetic to chemical

6
10 The box contains the names of eight different energy resources.
natural gas geothermal solar waves

hydroelectric oil wind coal
How many of these energy resources are renewable?
A 3 B 4 C 5 D 6
11 A child runs up a set of stairs four times. The time taken for each run is recorded.
Which time is measured when the child’s useful power is greatest?
A 10 s B 20 s C 30 s D 40 s
12 The diagrams show the actual sizes of the heels of four different shoes, as seen from underneath
the shoe.
Which heel is most likely to cause damage to wooden floors?
A B C D
13 The diagram shows an instrument used to measure gas pressure.
liquid
What is the instrument called?
A ammeter
B barometer
C manometer
D thermometer
© UCLES 2016 0625/11/O/N/16

7
14 Smoke particles in air are illuminated by a beam of light. The particles are viewed through a
microscope. They are seen to move in a random zig-zag way.
What causes this movement?
A convection currents in the air

B impacts of fast-moving air molecules
C the energy of the beam of light
D vibrations of the atoms in the smoke particles
15 When a liquid evaporates, some of its molecules escape from the surface and the temperature of
the liquid changes.
Which row describes the escaping molecules and the change in temperature of the liquid?
temperature of
escaping molecules
the liquid
A less energetic goes down

B less energetic goes up
C more energetic goes down
D more energetic goes up
16 A piece of melting ice at 0 °C and a beaker of boiling water are both in a laboratory. The
laboratory is at 20 °C.
boiling water
melting ice
Bunsen burner
heating water
What is happening to the temperature of the melting ice and what is happening to the
temperature of the boiling water?
temperature of temperature of
melting ice boiling water
A constant constant
B constant increasing
C increasing constant
D increasing increasing

8
17 Changes in which physical property cannot be used for temperature measurement?
A decay rate of a radioactive source

B electrical resistance of a solid
C pressure of a gas
D volume of a liquid
18 Which statement about infra-red radiation is correct?
A A black surface is a poor absorber of infra-red radiation.

B A dull surface is a better emitter of infra-red radiation than a shiny surface.
C A shiny surface is a better absorber of infra-red radiation than a dull surface.
D A white surface is a poor reflector of infra-red radiation.
19 A pan is made for heating water on a stove.
handle
pan
From which type of materials should the pan and its handle be made?
material for pan material for handle
A good thermal conductor good thermal conductor

B good thermal conductor poor thermal conductor
C poor thermal conductor good thermal conductor
D poor thermal conductor poor thermal conductor
© UCLES 2016 0625/11/O/N/16

9
20 A toy boat floats on water in a tank. The boat is initially stationary.
A stone is thrown into the tank, which causes a transverse water wave to move across the
surface.
The diagram shows the view from above the tank.
stone
wavefront
water
toy boat
How does the boat behave as the wave passes it?
A It moves steadily away from where the stone hit the water.
B It moves steadily towards where the stone hit the water.
C It stays the same distance from where the stone hit the water, and vibrates from side to side.
D It stays the same distance from where the stone hit the water, and vibrates up and down.
21 Below are four statements about the diffraction of a wave on the surface of water.
A Diffraction involves a change in the speed of the wave.

B Diffraction involves a change in the wavelength of the wave.
C When a wave passes through a gap, its direction changes.
D When a wave passes through a gap, its frequency changes.

10
22 A child wears a T-shirt with the letter ‘F’ written on it.
The child stands in front of a vertical plane mirror.
What does the child see?
A B C D
23 When white light passes through a glass prism, it disperses as shown in the diagram.
face 1 face 2
white light red

violet
glass prism
Which row compares the refraction of violet light with the refraction of red light at the faces 1 and
2 of the prism?
face 1 face 2
A violet refracts less violet refracts less

B violet refracts less violet refracts more
C violet refracts more violet refracts less
D violet refracts more violet refracts more
© UCLES 2016 0625/11/O/N/16

11
24 Radiation from which part of the electromagnetic spectrum is used in the remote controller for a
television?
A infra-red waves
B microwaves
C radio waves
D ultraviolet waves
25 A girl notices that, when she shouts into a cave, she hears an echo.
Which wave property causes the echo?
A diffraction
B dispersion
C reflection
D refraction
26 The diagrams represent the displacement in four different sound waves. All the diagrams are
drawn to the same scale.
Which diagram represents the sound with the highest pitch?
A B
0 time 0 time
0 0
C D
0 time 0 time
0 0

12
27 In two separate experiments, a magnet is brought near to an unmagnetised iron bar. This causes
the bar to become magnetised.
experiment 1 N magnet S X iron bar
experiment 2 S magnet N iron bar Y
Which magnetic pole is induced at X and at Y?
pole induced at X pole induced at Y
A N N
B N S
C S N
D S S
28 A polythene rod is rubbed with a cloth. The rod becomes positively charged because of the
movement of charged particles.
Which row gives the name of these charged particles, and the direction in which they move?
charged direction of
particles movement
A electrons from cloth to rod

B electrons from rod to cloth
C protons from cloth to rod
D protons from rod to cloth
© UCLES 2016 0625/11/O/N/16

13
29 The diagram shows a lamp in a circuit.
Which change to the circuit would increase the current in the lamp?
A adding another resistor in parallel with the one in the circuit

B adding another resistor in series with the one in the circuit
C decreasing the electromotive force (e.m.f.) of the battery in the circuit
D moving the lamp to point P in the circuit
30 An ammeter and an 18 Ω resistor are connected in series with a battery. The reading on the
ammeter is 0.50 A.
18 Ω
What is the electromotive force (e.m.f.) of the battery?
A 9.0 N B 9.0 V C 36 N D 36 V

14
31 A source of constant electromotive force (e.m.f.) is connected across a thermistor.
There is an electric current in the thermistor.
current
The temperature of the thermistor is reduced.
Which row shows what happens to the resistance of the thermistor and what happens to the
current?
resistance current
32 The diagram shows a circuit containing a battery, a resistor with high resistance, a switch and a
lamp.
12 V
battery
12 V
resistor lamp
Initially the switch is open.
What happens to the lamp when the switch is closed?
A It glows more brightly.

B It glows less brightly.
C It goes out.
D Its brightness does not change.
© UCLES 2016 0625/11/O/N/16

15
33 The diagram shows a circuit containing two identical lamps and three ammeters.
ammeter 1 A A ammeter 3
A
ammeter 2
The current in ammeter 1 is 0.30 A.
Which row gives possible values for the currents in ammeters 2 and 3?
ammeter 2 ammeter 3
/A /A
A 0.15 0.00
B 0.15 0.30
C 0.30 0.00
D 0.30 0.30
34 Two electrical appliances are connected to the mains supply.
The cable connected to one appliance includes an earth wire.
The cable connected to the second appliance does not need an earth wire.
What is a reason for this difference?
A One appliance has a metal case, but the other appliance does not.
B One appliance is fitted with a fuse, but the other appliance is not.
C One appliance is fitted with a switch, but the other appliance is not.
D One appliance needs more current than the other appliance.

16
35 The diagram represents a transformer.
core
primary coil
Which row shows materials suitable for making the core and the primary coil?
core primary coil
A iron copper
B iron plastic
C steel copper
D steel plastic
Which row shows the effect that a relay uses and one application of a relay?

B heating effect changing the voltage of an a.c. supply
D magnetic effect changing the voltage of an a.c. supply
23
37 A nuclide of sodium can be represented by 11Na.
Which row gives the numbers of particles in a neutral sodium atom?
number of number of number of

electrons protons neutrons
A 11 11 12
B 12 11 23
C 12 12 11
D 23 23 11
© UCLES 2016 0625/11/O/N/16

17
38 Radioactive materials may emit α-particles or β-particles.
Which statement about the effect of these emissions is correct?
A Both α-particles and β-particles cause the nucleus to change into that of a different chemical
element.
B Neither α-particles nor β-particles cause the nucleus to change into that of a different
chemical element.
C Only α-particles cause the nucleus to change into that of a different chemical element.
D Only β-particles cause the nucleus to change into that of a different chemical element.
39 Radioactive source S emits α-particles, β-particles and γ-rays. A detector is placed 5 cm away
from S. A thin sheet of paper is placed as shown in the diagram.
thin sheet of paper
S detector
5 cm
Which emissions from the source can be detected?
A α-particles and β-particles only
B α-particles and γ-rays only
C β-particles and γ-rays only
D α-particles, β-particles and γ-rays
40 The half-life of a radioactive nuclide is 2.0 hours.
The decay rate of a sample of this nuclide is measured at 1.0 hour intervals. The table shows the
measurements, with one value shown as X.
time / decay rate

hours decays / s
0 240
1.0 170
2.0 120
3.0 85
4.0 X
What is the most likely value of X?
A 15 B 42 C 50 D 60
© UCLES 2016 0625/11/O/N/16

18
BLANK PAGE
© UCLES 2016 0625/11/O/N/16

19
BLANK PAGE
© UCLES 2016 0625/11/O/N/16

20
BLANK PAGE
© UCLES 2016 0625/11/O/N/16

PHYSICS 0625/11
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

Question Question
Key Key
Number Number
1 C 21 C
2 A 22 D
3 D 23 D
4 D 24 A
5 B 25 C
6 D 26 D
7 B 27 A
8 D 28 B
9 A 29 A
10 C 30 B
11 A 31 A
12 A 32 A
13 C 33 B
14 B 34 A
15 C 35 A
16 A 36 C
17 A 37 A
18 B 38 A
19 B 39 C
20 D 40 D
© UCLES 2016
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2016
45 minutes
Soft clean eraser
*2117549282*

IB16 11_0625_21/8RP
2
1 The graph shows how the distance travelled by a vehicle changes with time.
S
distance
Q R
P
0
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 constant
2 A stone falls freely from the top of a cliff. Air resistance may be ignored.
Which graph shows how the acceleration of the stone varies with time as it falls?
A B
0 0
0 time 0 time
C D
0 0
0 time 0 time
© UCLES 2016 0625/21/O/N/16

3
3 A car travels along a horizontal road in a straight line. The driver presses the accelerator to
increase the speed of the car.
The speed-time graph for the car is shown.
30
speed
m/s
20
10
0
0 5 10 15 20
time / s
What is the acceleration of the car?
A 0.50 m / s2 B 1.00 m / s2 C 1.50 m / s2 D 2.00 m / s2
4 A spaceship approaches the Earth from deep space. Near the Earth, a force on the spaceship
causes it to have weight. This causes it to change its speed and direction.
Which type of force causes the spaceship’s weight, and which property of the spaceship resists
its change in speed and direction?
force that property that resists change in

causes weight speed and direction
A gravitational mass
B gravitational volume
C magnetic mass
D magnetic volume

4
5 The diagrams show an empty rectangular box, and the same box filled with liquid.
The box has a mass of 60 g when empty. When filled with liquid, the total mass of the box and the
liquid is 300 g.
empty box box filled with liquid

60 g 300 g
The density of the liquid is 1.2 g / cm3.
What is the volume of the liquid in the box?
A 50 cm3 B 200 cm3 C 250 cm3 D 300 cm3
6 An object travels in a circular path at constant speed.
Which statement about the object is correct?
A It has changing kinetic energy.

B It has changing momentum.
C It has constant velocity.
D It is not accelerating.
7 Which diagram shows the magnitude and direction of the resultant R of the two forces F1 and F2?
A B C D
F1 F1 F1 F1
R R
R R
F2 F2 F2 F2
© UCLES 2016 0625/21/O/N/16

5
8 Two cars, P and Q, have different masses and different speeds as shown.
mass mass
1000 kg 500 kg
speed speed
10 m / s 20 m / s
car P car Q
Which row correctly compares the momentum and the kinetic energy of P with the momentum
and the kinetic energy of Q?
momentum kinetic energy
A P greater than Q P equal to Q

B P equal to Q P equal to Q
C P equal to Q P less than Q
D P less than Q P greater than Q
9 A car of mass 800 kg travels over a hill of height h.
hill
h NOT TO
SCALE
By travelling to the top of the hill, the car gains 40 000 J of gravitational potential energy.
The gravitational field strength g is 10 N / kg.
What is the height h of the hill?
A 5.0 m B 20 m C 50 m D 500 m
10 A lamp has a power input of 5.0 W. It wastes 1.0 W of power heating the surroundings.
What is the efficiency of the lamp?
A 20% B 50% C 80% D 120%
11 The box contains the names of eight different energy resources.
natural gas geothermal solar waves

hydroelectric oil wind coal
How many of these energy resources are renewable?
A 3 B 4 C 5 D 6

6
12 The diagram shows a dam holding back water.
65 m water
dam
The depth of the water is 65 m.
The density of the water is 1000 kg / m3. The gravitational field strength g is 10 N / kg.
What is the pressure exerted at the base of the dam due to the water?
A 15.4 Pa B 154 Pa C 65 000 Pa D 650 000 Pa
13 Air is trapped in a cylinder by a piston. The original volume of the trapped air is V and the original
pressure of the trapped air is P. The piston is pushed to the left. The temperature of the gas does
not change.
before piston is pushed in after piston is pushed in
piston
cylinder 25 50 25 50
trapped air trapped air
What is the new volume and what is the new pressure of the trapped air?
new volume new pressure

P
A 2V
2
B 2V 2P
V P
C
2 2
V
D 2P
2
© UCLES 2016 0625/21/O/N/16

7
14 When a liquid evaporates, some of its molecules escape from the surface and the temperature of
the liquid changes.
Which row describes the escaping molecules and the change in temperature of the liquid?
temperature of
escaping molecules
the liquid
A less energetic goes down

B less energetic goes up
C more energetic goes down
D more energetic goes up
15 A gas at a constant temperature is in a container of fixed volume. The gas exerts a pressure on
the walls of the container. The pressure is caused by the gas molecules striking the walls.
Which statement about the gas molecules when they strike the walls is correct?
A The average kinetic energy of the gas molecules changes.

B The average momentum of the gas molecules changes.
C The average speed of the gas molecules changes.
D The chemical energy of the gas molecules changes.
16 A piece of melting ice at 0 °C and a beaker of boiling water are both in a laboratory. The
laboratory is at 20 °C.
boiling water
melting ice
Bunsen burner
heating water
What is happening to the temperature of the melting ice and what is happening to the
temperature of the boiling water?
temperature of temperature of
melting ice boiling water
A constant constant
B constant increasing
C increasing constant
D increasing increasing

8
glass bulb tube stem
°C
–10 0 10 20 30 40 50 60 70 80 90 100 110
liquid
liquid thread
Which feature would give a thermometer with an increased range?
A a smaller internal diameter of the tube containing the liquid thread

B a thinner glass bulb
C a larger length of the tube and stem
D a larger volume of the liquid
18 A copper container of mass 0.20 kg contains 0.10 kg of water.
The specific heat capacity of copper is 385 J / (kg °C) and the specific heat capacity of water
is 4200 J / (kg °C).
How much energy, in joules, is needed to raise the temperature of the copper container and the
water by 10 °C?
A (0.20 × 385 × 10) – (0.10 × 4200 × 10)
B (0.20 × 385 × 10) + (0.10 × 4200 × 10)

 4200 + 385 
C (0.10 + 0.20) ×   × 10
 2 
D (0.10 + 0.20) × (4200 + 385) × 10
19 The thermal transfer of energy through a copper rod involves electrons.

A second process is also involved.
What is this method of thermal energy transfer, and what is the second process?
method second process
A conduction density change

B conduction lattice vibration
C convection density change
D convection lattice vibration
© UCLES 2016 0625/21/O/N/16

9
20 The diagrams show four spherical objects at the same temperature. Two of the objects are small
and two are large. Two of the objects are white and two are black.
Which object emits infra-red radiation at the greatest rate?
A B C D
21 The diagram represents plane wavefronts being diffracted by passing through a gap in a barrier.
barrier
wavefronts
gap
Which pair of changes must increase the amount of diffraction that occurs?
A decrease the wavelength and decrease the size of the gap

B decrease the wavelength and increase the size of the gap
C increase the wavelength and decrease the size of the gap
D increase the wavelength and increase the size of the gap
22 An image is formed by a plane mirror. A second image is formed by a lens used as a magnifying
glass.
Which row states the nature of each of these images?
plane mirror magnifying glass
A real real
B real virtual
C virtual real
D virtual virtual

10
23 Light travelling at a speed of 3.0 × 108 m / s strikes the surface of a glass block and undergoes
refraction as it enters the block.
The diagram shows a ray of this light before and after it enters the block.
55°
glass block
33°
What is the speed of light in the glass?
A 1.8 × 108 m / s
B 2.0 × 108 m / s
C 4.5 × 108 m / s
D 5.0 × 108 m / s
24 Radiation from which part of the electromagnetic spectrum is used in the remote controller for a
television?
A infra-red waves
B microwaves
C radio waves
D ultraviolet waves
25 A girl notices that, when she shouts into a cave, she hears an echo.
Which wave property causes the echo?
A diffraction
B dispersion
C reflection
D refraction
© UCLES 2016 0625/21/O/N/16

11
26 The diagrams represent the displacement in four different sound waves. All the diagrams are
drawn to the same scale.
Which diagram represents the sound with the highest pitch?
A B
0 time 0 time
0 0
C D
0 time 0 time
0 0
27 A student suggests three methods for demagnetising a piece of steel.
1 placing it in an east-west direction and hammering it hard

2 placing it in an east-west direction and heating it until red hot
3 removing it slowly from a coil carrying alternating current
Which of the methods will demagnetise the piece of steel?
A 1 only B 2 only C 3 only D 1, 2 and 3

12
28 In two separate experiments, a magnet is brought near to an unmagnetised iron bar. This causes
the bar to become magnetised.
experiment 1 N magnet S X iron bar
experiment 2 S magnet N iron bar Y
Which magnetic pole is induced at X and at Y?
pole induced at X pole induced at Y
A N N
B N S
C S N
D S S
29 A polythene rod is rubbed with a cloth. The rod becomes positively charged because of the
movement of charged particles.
Which row gives the name of these charged particles, and the direction in which they move?
charged direction of
particles movement
A electrons from cloth to rod

B electrons from rod to cloth
C protons from cloth to rod
D protons from rod to cloth
© UCLES 2016 0625/21/O/N/16

13
30 The diagram shows a lamp in a circuit.
Which change to the circuit would increase the current in the lamp?
A adding another resistor in parallel with the one in the circuit

B adding another resistor in series with the one in the circuit
C decreasing the electromotive force (e.m.f.) of the battery in the circuit
D moving the lamp to point P in the circuit
31 A 12.0 Ω resistor and a 6.0 Ω resistor are connected in parallel.
Another 6.0 Ω resistor is then connected in series with the parallel combination.
12.0 Ω
6.0 Ω
6.0 Ω
What is the combined resistance of all three resistors?
A 8.0 Ω B 10 Ω C 15 Ω D 24 Ω
32 The circuit shows a 12 V battery connected to a lamp of resistance 3.0 Ω.
12 V
How much energy is transferred to the surroundings by the lamp in 2.0 minutes?
A 48 J B 96 J C 2880 J D 5760 J

14
33 The diagram shows a circuit containing a battery, a resistor with high resistance, a switch and a
lamp.
12 V
battery
12 V
resistor lamp
Initially the switch is open.
What happens to the lamp when the switch is closed?
A It glows more brightly.

B It glows less brightly.
C It goes out.
D Its brightness does not change.
34 This is the truth table for a logic gate.
input 1 input 2 output
0 0 1
0 1 1
1 0 1
1 1 0
Which symbol represents the logic gate?
A B C D
35 Why is a fuse used in an electrical circuit?
A so that the current can have only one value

B to prevent the current becoming too large
C to provide a path to earth if a fault occurs
D to save electrical energy
© UCLES 2016 0625/21/O/N/16

15
Which row shows the effect that a relay uses and one application of a relay?

B heating effect changing the voltage of an a.c. supply
D magnetic effect changing the voltage of an a.c. supply
37 A very important experiment improved scientists’ understanding of the structure of matter.
The experiment involved α-particles being fired at a thin gold foil.
What happened?
A All the α-particles were absorbed by the nuclei of the gold atoms.
B All the α-particles were unaffected by the gold atoms.
C Some of the α-particles were attracted by the neutrons in the nuclei of the gold atoms.
D Some of the α-particles were repelled by the protons in the nuclei of the gold atoms.
38 What is meant by nuclear fusion?
A the emission of an electron from a nucleus

B the emission of two protons from a nucleus
C the joining together of two nuclei
D the splitting of a nucleus into two smaller nuclei
39 A nucleus undergoes radioactive decay. The proton number increases by one. The nucleon
number does not change.
Which particle has been emitted in this decay?
A a neutron
B a proton
C an α-particle
D a β-particle

16
40 Radioactive source S emits α-particles, β-particles and γ-rays. A detector is placed 5 cm away
from S. A thin sheet of paper is placed as shown in the diagram.
thin sheet of paper
S detector
5 cm
Which emissions from the source can be detected?
A α-particles and β-particles only
B α-particles and γ-rays only
C β-particles and γ-rays only
D α-particles, β-particles and γ-rays
© UCLES 2016 0625/21/O/N/16

PHYSICS 0625/21
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

Question Question
Key Key
Number Number
1 A 21 C
2 D 22 D
3 A 23 B
4 A 24 A
5 B 25 C
6 B 26 D
7 A 27 D
8 C 28 A
9 A 29 B
10 C 30 A
11 C 31 B
12 D 32 D
13 D 33 A
14 C 34 C
15 B 35 B
16 A 36 C
17 C 37 D
18 B 38 C
19 B 39 D
20 D 40 C
© UCLES 2016
* 0 5 0 1 7 8 7 9 8 9 *
PHYSICS 0625/31
Paper 3 Theory (Core) October/November 2016
1 hour 15 minutes

DC (KN/SG) 115850/8
2
1 Fig. 1.1 shows the speed-time graph for a cyclist travelling along a flat, straight road.
10
speed 8
m/s
6
0
0 5 10 15 20 25 30 35 40
time / s
Fig. 1.1
(a) Complete the following sentence.
The cyclist has the greatest acceleration between .................. seconds
and .................. seconds. [1]
(b) Calculate the distance travelled by the cyclist between 10 s and 25 s.
distance = .................................................. m [3]
© UCLES 2016 0625/31/O/N/16

3
(c) Fig. 1.2 shows the horizontal forces acting on the cyclist at three different times.
The length of each arrow represents the size of the force.
A B C
Fig. 1.2
(i) Which pair of forces, A, B or C, act on the cyclist when the time is 20 s? Tick one box.
C [1]
(ii) Explain your answer to (c)(i).
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 7]

4
2 A student investigates the stretching of elastic bands.

Table 2.1 shows some of his results for elastic band A.
Table 2.1
elastic band A
load attached / N
length / cm extension / cm
0 10.2 0.0
1 10.9 0.7
2 11.5 1.3
3 12.3 2.1
4 13.0 2.8
5 13.7
6 14.5
(a) Complete Table 2.1 by calculating the missing extensions. [2]
(b) The student repeats his experiment using elastic band B. Elastic band B is twice as long as
elastic band A. It has the same thickness and is made of the same material.
Fig. 2.1 shows how he uses the apparatus.
support 10
elastic band 20
ruler with
30 cm scale
40
load
50
Fig. 2.1
Describe two changes the student could make to improve the accuracy of his measurements.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2016 0625/31/O/N/16
5
(c) The student draws a graph of extension against load for each elastic band.
The lines of best fit for elastic bands A and B are shown in Fig. 2.2.
12.0
extension / cm
10.0
8.0
6.0
4.0
2.0
0.0
0.0 1.0 2.0 3.0 4.0
load / N
Fig. 2.2
(i) Use information from Table 2.1 to label each of the graph lines. Label the lines band A
and band B. Explain how you decided on your answer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The student repeats his experiment using elastic band C, which is three times as long as
elastic band A. It has the same thickness and is made of the same material.
On Fig. 2.2, draw a line to suggest how extension would vary with load for elastic
band C. Label the line band C. [1]
[Total: 6]

6
3 Fig. 3.1 shows a barrier pivoted near one end. The barrier is raised to allow cars to pass.
pivot
barrier
2.0 m support
200 N
Fig. 3.1
(a) A force is used to raise the barrier off the support.
On Fig. 3.1, draw an arrow to show the position and direction of the smallest force that can be
used to raise the barrier. [2]
(b) The barrier has a weight of 200 N. This acts at a distance of 2.0 m from the pivot, as shown in
Fig. 3.1.
Calculate the moment of the weight of the barrier about the pivot.
moment = ............................................... N m [2]
(c) To reduce the force needed to raise the barrier, a counterweight is added, as shown in Fig. 3.2.
counterweight
pivot
0.50 m 2.0 m
200 N
W
The weight W of the counterweight acts at a distance of 0.5 m from the pivot. The barrier is in
equilibrium, without the support.
Calculate the weight W of the counterweight.
weight = .................................................. N [2]

[Total: 6]
© UCLES 2016 0625/31/O/N/16
7
4 An electric motor is used to lift a load. The energy involved is shown in Fig. 4.1.
work done
in lifting load
80 J
energy input
to motor
100 J
waste energy
20 J
Fig. 4.1
(a) (i) State the term used to describe the energy gained by the load due to its increase in
height.
.......................................................................................................................................[1]
(ii) What effect does the waste energy from the motor have on its surroundings?
.......................................................................................................................................[1]
(iii) State the principle of conservation of energy and explain how it applies to the working of
the motor. Use information from Fig. 4.1 in your answer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) The electrical power for the motor is generated in a coal-fired power station.
State two benefits of using coal-fired power stations and state two problems that arise from
their use.
benefits
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
problems
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[4]
[Total: 8]
8
5 (a) Fig. 5.1 shows a ray of red light passing through a semi-circular glass block.
ray of red light
semi-circular
glass block
Fig. 5.1
(i) The ray of light changes direction as it travels into the block.
State the name that is given to this change of direction.
.......................................................................................................................................[1]
(ii) Fig. 5.2 shows another ray of red light travelling into the semi-circular glass block.
It meets the curved surface at 90°.
Inside the block, the ray meets the flat surface of the block at an angle greater than the
critical angle.
flat surface of block

air
glass
ray of red light
Fig. 5.2
On Fig. 5.2, complete the path of the ray of red light. [2]
© UCLES 2016 0625/31/O/N/16

9
(b) Fig. 5.3 shows the view from above of a car approaching an observer, marked with a
cross (×).
shop
window
headlights
shop
car window
trees
shop
houses window
×
observer
Fig. 5.3
(i) The observer sees the car’s headlights reflected in one of the shop windows.
The car’s headlights are labelled.
In which shop window does the observer see the reflection? Show your answer
by drawing, on Fig. 5.3, the path of a ray of light from a headlight to the observer.
Use a ruler. [1]
(ii) State the law that you used to answer (b)(i).
.......................................................................................................................................[1]
(iii) Add labels to Fig. 5.3 to show how the law stated in (b)(ii) applies. [2]
[Total: 7]

10
6 Fig. 6.1 shows a flask of hot water.
flask
water vapour
in the air
table liquid water
Fig. 6.1
(a) Describe the arrangement and movement of the molecules in the liquid water and in the
water vapour.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) Describe, in terms of molecules, how water in the flask becomes water vapour in the air.
State the name of the process.
description ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
process .....................................................................................................................................
[3]
(c) The total weight of the flask and water is 5.6 N.
The area of the flask in contact with the table is 140 cm2.
Calculate the pressure of the flask on the table.
pressure = .......................................... N / cm2 [3]
[Total: 9]
© UCLES 2016 0625/31/O/N/16

11
7 Fig. 7.1 represents the electromagnetic spectrum.
radio micro- infra-red visible gamma

X-rays
waves waves waves light rays
Fig. 7.1
(a) One type of wave is missing from Fig. 7.1.
State its name.
...............................................................................................................................................[1]
(b) One type of electromagnetic wave is used to send signals to satellites.
State its name.
...............................................................................................................................................[1]
(c) Gamma rays and light waves travel through the vacuum of space to the Earth.
Which statement is correct? Tick one box.
Gamma rays travel at a slower speed than light waves.
Gamma rays travel at the same speed as light waves.
Gamma rays travel at a faster speed than light waves. [1]
(d) State one way in which sound waves are different from electromagnetic waves.
...............................................................................................................................................[1]
[Total: 4]

12
8 A student measures the resistance of a sample of wire.
She plans to use the circuit shown in Fig. 8.1.
6.0 V
sample of wire
Fig. 8.1
Two circuit symbols are incomplete.
(a) Complete the symbols for the two meters on Fig. 8.1. [2]
(b) The current in the wire is 0.20 A. The potential difference across the wire is 6.0 V.
Calculate the resistance of the wire.
resistance = .................................................. Ω [3]
(c) The student tests a thinner wire. It is the same length as the wire in (b) and is made of the
same material. The potential difference across the wire is 6.0 V.
Explain how the current in this thinner wire compares with that in the first wire.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
© UCLES 2016 0625/31/O/N/16

13
9 The charger for a mobile phone contains a transformer. Fig. 9.1 shows a simple transformer.
core
240 V a.c. output

voltage
Fig. 9.1
(a) State the name of the material used in the core.
...............................................................................................................................................[1]
(b) (i) The transformer has 36 000 turns on the primary coil and 900 turns on the secondary
coil. The input voltage is 240 V.
Calculate the output voltage.
output voltage = ................................................... V [3]
(ii) State whether this transformer is step-up or step-down. Give a reason for your answer.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Transformers can produce high voltages for transmitting electricity from power stations to
towns.
Describe the advantages of transmitting electricity at a high voltage.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]

14
10 (a) Fig. 10.1 shows two bar magnets.
S N S N
Fig. 10.1
Draw a ring around the correct description of the force between the magnets.
attractive force repulsive force no force

[1]
(b) Fig. 10.2 shows a current-carrying solenoid, wound on a piece of card.
card
A B
Fig. 10.2
The ends of the solenoid are labelled A and B. The arrows show the direction of the current in
the solenoid.
(i) When there is a current in the solenoid, the ends of the solenoid act like the poles of a
bar magnet.
Complete Table 10.1 by naming the pole produced at end A and at end B.
Table 10.1
position pole
end A
end B
[1]
© UCLES 2016 0625/31/O/N/16

15
(ii) Fig. 10.3 shows the current-carrying solenoid viewed from above. The arrows show the
direction of the current in the solenoid.
A B
card
Fig. 10.3
On Fig. 10.3, draw the pattern of the magnetic field produced by the solenoid.
Draw at least two magnetic field lines above line AB and two below the line AB. [2]
(iii) Draw arrows on the field lines to show the direction of the magnetic field produced by the
solenoid. [1]
(c) A current-carrying solenoid is wrapped around an iron rod to create an electromagnet.
State two reasons why an electromagnet can be more useful than a permanent magnet.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 7]

16
11 A student is given a length of wire, a sensitive voltmeter and two bar magnets.
(a) Describe how he could use the equipment to demonstrate the induction of an e.m.f. in the
wire. You may include a diagram in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) State how the student will know when an e.m.f. has been induced.
...............................................................................................................................................[1]
(c) Describe two ways the student could increase the size of the induced e.m.f.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 6]
© UCLES 2016 0625/31/O/N/16

17
12 Caesium-137 is formed in nuclear reactors.
The nucleus of caesium-137 can be represented as

137
55 Cs
(a) Complete Table 12.1 by stating the two types of particle in a nucleus of caesium-137, and the
number of each particle present.
Table 12.1
type of particle number of particles
[4]
(b) Caesium has more than one isotope.
Explain what is meant by the term isotope.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]
© UCLES 2016 0625/31/O/N/16

18
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© UCLES 2016 0625/31/O/N/16

19
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© UCLES 2016 0625/31/O/N/16

20
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© UCLES 2016 0625/31/O/N/16

PHYSICS 0625/31
Paper 3 Core Theory October/November 2016
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

M marks are method marks upon which further marks depend. For an M mark to be scored,
the point to which it refers must be seen in a candidate's answer. If a candidate
fails to score a particular M mark, then none of the dependent marks can be
scored.
B marks are independent marks, which do not depend on other marks. For a B mark to
scored, the point to which it refers must be seen specifically in the candidate’s
answers.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and
an acceptable number of significant figures, all the marks for that question are
normally awarded. It is very occasionally possible to arrive at a correct answer by
an entirely wrong approach. In these rare circumstances, do not award the A
marks, but award C marks on their merits. However, correct numerical answers
with no working shown gain all the marks available.
C marks are compensatory marks in general applicable to numerical questions. These can
be scored even if the point to which they refer are not written down by the
candidate, provided subsequent working gives evidence that they must have
known it. For example, if an equation carries a C mark and the candidate does not
write down the actual equation but does correct substitution or working which
shows that they knew the equation, then the C mark is scored. A C mark is not
awarded if a candidate makes two points which contradict each other. Points which
are wrong but irrelevant are ignored.
in brackets e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the
marks.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and
Spelling Be generous about spelling and use of English. If an answer can be understood to
mean what we want, give credit. However, beware of and do not allow ambiguities:
applies.
© UCLES 2016
e.c.f. meaning “error carried forward” and is mainly applicable to numerical questions,
but may occasionally be applied in non-numerical questions. This indicates that if a
candidate has made an earlier mistake and has carried an incorrect value forward
to subsequent stages of working, marks indicated by e.c.f. may be awarded,
provided the subsequent working is correct, bearing in mind the earlier error.
Significant Answers are normally acceptable to any number of significant figures ⩾ 2. Any
figures exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would
otherwise gain all the marks available for that answer: maximum 1 per question.
Arithmetic errors Deduct only one mark if the only error in arriving at a final answer is clearly an
arithmetic one. Regard a power-of-ten error as an arithmetic one.
© UCLES 2016
Question Expected answer Mark
1(a) 0 and 5 B1
1(b) distance = area under (speed-time)graph or distance = speed × time C1

8 × 15 C1
120 (m) A1
1(c)(i) middle box ticked B B1
1(c)(ii) cyclist is moving with zero acceleration B1
(so) forward force must be same as backward force B1
Total: 7
© UCLES 2016
2(a) 3.5 B1
4.3 B1
2(b) any 2 from:

ruler with mm scale
ruler vertical o.w.t.t.e. B2
ruler next OR behind to elastic
use of fiducial marker o.w.t.t.e.
have eye level (with reading)
2(c)(i) top line labelled B – bottom line labelled A

AND
statement linked to readings for A
OR B1
idea that B will stretch more than A
2(c)(ii) straight line (by eye) steeper than line for B, through origin B1
Total: 6
© UCLES 2016
3(a) arrow drawn vertically upwards (by eye) B1
arrow positioned beyond RH support B1
3(b) moment = force × (perp.) distance from pivot or 200 × 2.0 C1
400 (Nm) A1
3(c) sum of Clockwise moments = sum of Anticlockwise moments C1

OR 400 = W × 0.50 OR 400 / 0.50
800 (N) A1
Total: 6
© UCLES 2016
4(a)(i) (gravitational) potential (energy) B1
4(a)(ii) increases the temperature B1
4(a)(iii) The total energy (of a system) remains constant OR energy cannot be created or destroyed o.w.t.t.e. B1
100 J = 80 J + 20 J OR all of the input energy is stored as PE or in the surroundings (as thermal energy) B1
4(b) any 2 benefits from:

reliable supply of electricity
large amount of (electrical) energy produced / power output B2
plentiful supply of fuel
one of cheapest methods of generating electricity
any 2 problems from:

non-renewable (energy source) OR use up earth’s resources
greenhouse gases / carbon dioxide produced / increases global warming B2
contributes to atmospheric pollution / acid rain
Total: 8
© UCLES 2016
5(a)(i) refraction B1
5(a)(ii) ray travels un-deviated through curved surface B1

ray reflected with i = r by eye B1
5(b)(i) ray drawn from headlight to hit middle shop and B1

reflected towards X
5(b)(ii) angle of reflection = angle of incidence B1
5(b)(iii) normal drawn at point of incidence on window B1

angles of incidence and reflection correctly labelled B1
Total: 7
© UCLES 2016
6(a) molecules are closer in water OR molecules are further apart in water vapour
randomly arranged
moving randomly B3
6(b) more energetic particles OR particles near the surface are moving in correct direction B1
overcome force of attraction (in surface) B1
(process) Evaporation B1
6(c) P = F/A C1
5.6 / 140 C1
0.040 (N / cm2) A1
Total: 9
© UCLES 2016
7(a) ultraviolet B1
7(b) microwaves B1
7(c) middle box ticked B1
7(d) ANY ONE from

(sound waves are) longitudinal OR compression waves
cannot travel through a vacuum B1
move at much slower speed
Total: 4
8(a) A in circle in series with wire B1
V in circle in parallel with wire B1
8(b) V = I R OR (R =) V / I C1
6.0 / 0.2 C1
30 (Ω) A1
8(c) current is smaller (in 2nd wire) B1
(as) resistance is greater (in 2nd wire) B1
Total: 7
© UCLES 2016
9(a) (laminated) iron B1
9(b)(i) (Vp / Vs ) = (Np / Ns ) in any form C1

240 / Vs = 36 000 / 900 or Vs = 240 / 40 C1
6.0 (V) A1
9(b)(ii) step-down (transformer because) there are fewer turns on secondary B1

(compared to primary coil) OR the output voltage is smaller than the
input voltage
9(c) Any 2 from:

less energy or power wasted or less heating or more efficient B2
accept lower current

can use thinner (transmission) wires or cables
fewer power stations needed
(so) lower cost for cable and supporting pylons
transmit (electricity over) longer distances (without drop in power)
Total: 7
© UCLES 2016
10(a)(i) attractive force ringed B1
10(b)(i) (end A ) N / north(seeking) AND (end B ) S / south(seeking) B1
10(b)(ii) at least two field lines drawn above AB B1

at least two field lines below AB B1
10(b)(iii) at least one arrow towards B ecf from bi B1
10(c) (it / electromagnet) can be switched off / on B1

strength of electromagnet can be changed (by varying current in coil) B1
Total: 7
11(a)(i) (arrange) magnets with opposite poles facing

connect (ends of) wire across / to millivoltmeter B3
move wire between poles
11(a)(ii) deflection on meter (as wire moves between poles) B1
11(a)(iii) any two from:

wrap wire into (more) coils
move wire / magnet faster B2
use stronger magnets
move (poles of) magnets closer together
Total: 6
© UCLES 2016
12(a) (type of particle) (number of particles)

PROTON 55 B2
NEUTRON 82 B2
12(b) (nucleus has)

same number protons B1
different number of neutrons B1
Total: 6
© UCLES 2016
* 5 2 5 4 5 2 0 8 1 2 *
PHYSICS 0625/41
Paper 4 Theory (Extended) October/November 2016
1 hour 15 minutes

DC (CW/FD) 116034/8
2
1 An astronaut on the Moon drops a feather from rest, off the top of a small cliff. The acceleration
due to gravity on the Moon is 1.6 m / s2. There is no air on the Moon.
(a) The feather falls for 4.5 s before it hits the ground.
(i) On Fig. 1.1, draw the speed-time graph for the falling feather. [2]
speed
m/s
6
0
0 1 2 3 4 5
time / s
Fig. 1.1
(ii) Determine the distance fallen by the feather.
distance = .......................................................... [2]
© UCLES 2016 0625/41/O/N/16

3
(b) On Fig. 1.2, sketch the shape of a speed-time graph for the same feather falling on Earth.
speed
0
0 time
Fig. 1.2
[2]
(c) Explain the difference between speed and velocity. Include the words vector and scalar in
your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]

4
2 Fig. 2.1 represents the cross-section of an oil tanker in a river.
tanker
15 m river
water
Fig. 2.1
(a) The bottom of the tanker is 15 m below the surface of the water. The area of the bottom of the
tanker is 6000 m2. The density of the water is 1000 kg / m3.
(i) Calculate the pressure due to the water at the depth of 15 m.
pressure = ...........................................................[2]
(ii) Calculate the force due to the water pressure on the bottom of the tanker.
force = ...........................................................[2]
(iii) Deduce the weight of the tanker.
weight = ...........................................................[1]
© UCLES 2016 0625/41/O/N/16

5
(b) The tanker sails out onto a calm sea. The density of sea-water is greater than the density of
river water.
State and explain any change in the depth of the bottom of the tanker below the surface.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8]

6
3 (a) A closed container holds a quantity of gas.
Explain, in terms of momentum, how molecules of the gas exert a force on a wall of the
container.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Fig. 3.1 shows a glass tube containing mercury.
mercury
h
air
Q
Fig. 3.1
The mercury traps a fixed mass of air in the left-hand arm of the tube. The right-hand arm of
the tube is open to the atmosphere. The difference in mercury levels in the two arms is h.
(i) The pressure of the atmosphere on the surface of the mercury in the right-hand arm of
the tube is 760 mm Hg. The distance h is 120 mm.
Calculate the total pressure at level Q, in mm of mercury (mm Hg), due to the atmosphere
and the mercury above Q.
pressure = .............................................. mm Hg [1]
(ii) State the pressure exerted by the air in the left-hand arm of the tube.
pressure = .............................................. mm Hg [1]
© UCLES 2016 0625/41/O/N/16

7
(iii) Initially, the volume of air trapped in the left-hand arm of the tube is 12 cm3.
More mercury is poured into the right-hand arm of the tube. The volume of the trapped
air decreases. The temperature does not change. The difference in levels, h, becomes
240 mm.
Calculate the new volume of the trapped air.
volume = ...........................................................[3]
[Total: 7]

8
4 (a) In an experiment, cold water is poured into a bowl made of an insulating material. The container
is placed in a draught-free room. After several hours, the volume and the temperature of the
water are found to have decreased.
Name and describe the process that causes the decrease in the volume of the water, and
explain why the temperature of the water decreases.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) In a second experiment, using the same apparatus and the same initial amount of cold water
as in (a), an electric fan blows air over the top of the bowl.
Predict and explain how the results of this experiment compare with the results of the
experiment in (a).
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) In a third experiment, the same initial amount of cold water as in (a) is poured into a metal
bowl. The metal bowl is the same shape and size as the bowl used in (a).
Compared with the experiment in (a), the decrease in temperature is less in the same time.
Explain why.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
© UCLES 2016 0625/41/O/N/16

9
5 (a) Compare the arrangement and motion of the molecules in ice and in liquid water.
ice .............................................................................................................................................
...................................................................................................................................................
water .........................................................................................................................................
...................................................................................................................................................
[2]
(b) An ice-hockey rink has an area of 1800 m2. The ice has a thickness of 0.025 m. The density of
ice is 920 kg / m3.
(i) Calculate the mass of ice on the rink.
mass = ...........................................................[2]
(ii) The ice is at 0 °C. To form the ice, water at 0 °C was poured onto the floor of the rink and
then frozen. The specific latent heat of fusion of ice is 3.3 × 105 J / kg.
Calculate the energy removed from the water to form the ice at 0 °C.
energy = ...........................................................[2]
[Total: 6]

10
6 (a) (i) State a typical value for the speed of sound in air.
speed = ...........................................................[1]
(ii) State the range of frequencies that can be heard by a healthy human ear.
.......................................................................................................................................[1]
(b) A sound wave in air has a wavelength of 22 mm.
Fig. 6.1 represents wavefronts of this sound. These wavefronts are successive compressions.
22 mm
Fig. 6.1
(i) Using your value for the speed of sound in (a)(i), calculate the frequency of the sound
wave.
frequency = ...........................................................[2]
(ii) On Fig. 6.1, draw dotted lines to represent three different rarefactions. [1]
(iii) State, in terms of both molecules and pressure, what is meant by a rarefaction.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 7]
© UCLES 2016 0625/41/O/N/16

11
7 Fig. 7.1 shows a box ABCD.
A B
prism 1
ray of light
box
emergent ray
D C
Fig. 7.1
The box contains two identical glass prisms, one of which is shown. Light incident on prism 1
undergoes total internal reflection within the glass.
(a) (i) On Fig. 7.1, complete the path of the ray of light through prism 1. [2]
(ii) On Fig. 7.1, draw a second prism inside the dashed square, positioned so that the light
reflects inside the glass and emerges from the box as shown. Complete the path of the
ray. [2]
(b) Select the statements that correctly describe the necessary conditions for the light to undergo
total internal reflection. Tick two boxes.
The angle of incidence in the glass is less than the critical angle of light in the glass.
The angle of incidence in the glass is greater than the critical angle of light in the
glass.
The angle of reflection in the glass is equal to the angle of refraction.
The speed of light in the glass is greater than the speed of light in air.
The speed of light in the glass is equal to the speed of light in air.
The speed of light in the glass is less than the speed of light in air.
[2]
[Total: 6]

12
8 A battery is made up of 8 cells in series. Each cell has an e.m.f. of 1.5 V.
The battery is connected to one 8.0 Ω resistor for 40 minutes.
(a) Calculate the e.m.f. of the battery.
e.m.f. = ...........................................................[1]
(b) Calculate the energy transferred from the battery in 40 minutes.
energy = ...........................................................[4]
(c) Describe the energy changes that take place during the 40 minutes.
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
© UCLES 2016 0625/41/O/N/16

13
9 Fig. 9.1 shows a gardener cutting damp grass with a high-powered electric mower.
weather-proof
socket on wall damp grass
gardener
extension cable
with thin wires
electric
plug mower
excess length of socket designed

cable coiled up for indoor use cut in insulation
covered with tape
Fig. 9.1
The mower cable has thick wires appropriate for the current of the mower and the correct fuse.
This cable is too short, and so the gardener uses an extension cable with thin wires, intended for
use with a reading lamp. This cable has no fuse.
Discuss any dangers of the electrical arrangement shown in Fig. 9.1.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[4]
[Total: 4]

14
10 Fig. 10.1 shows a wire AB suspended on two supports so that it is between the poles of a strong
magnet.
The wire AB is loosely held so that it is free to move.
A B
S
support support
N
magnet
power supply
Fig. 10.1
Describe and explain any movement of the wire AB when there is
(a) a large direct current (d.c.) in the wire in the direction from A to B,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) a large alternating current (a.c.) in the wire.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 5]
© UCLES 2016 0625/41/O/N/16

15
11 (a) State what is meant by
(i) an electric field,
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) the direction of an electric field at a point.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Fig. 11.1 shows a positively charged sphere.
Fig. 11.1
On Fig. 11.1, draw the pattern of the electric field in the region around the positively charged
sphere. Show the direction of the field with arrows. [2]
(c) The charge on the sphere in (b) is + 2.0 × 10–5 C. A high resistance wire is now connected
between the sphere and earth. It takes 20 minutes for the sphere to become completely
discharged through the wire.
(i) Suggest why there is a current in the wire between the sphere and earth.
.......................................................................................................................................[1]
(ii) Calculate the average current in the wire between the sphere and earth.
average current = ...........................................................[2]
[Total: 7]

16
12 The nuclear equation below shows the decay of a plutonium (Pu) nucleus to an americium (Am)
nucleus and a β-particle.
241 241
Z
Pu 95
Am +β
(a) (i) State the quantity that is represented by the letter Z in this equation.
.......................................................................................................................................[1]
(ii) State the numerical value of Z.
Z = ..........................................[1]
(b) The americium nucleus decays by the emission of an α-particle into a neptunium (Np)
nucleus.
Complete the nuclear equation for this decay.

241
95
Am
[2]
(c) The half-life of this americium nuclide is 470 years. A sample of this nuclide contains
8.0 × 1014 atoms.
After some time, 6.0 × 1014 americium atoms have decayed.
Calculate the time required for this decay.
time = ...........................................................[3]
[Total: 7]
© UCLES 2016 0625/41/O/N/16

PHYSICS 0625/41
Paper 4 Extended Theory October/November 2016
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

M marks are method marks upon which further marks depend. For an M mark to be scored, the point
to which it refers must be seen in a candidate's answer. If a candidate fails to score a
particular M mark, then none of the dependent marks can be scored.
B marks: are independent marks, which do not depend on other marks. For a B mark to scored, the
point to which it refers must be seen specifically in the candidate’s answers.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and an
acceptable number of significant figures, all the marks for that question are normally
awarded.
It is very occasionally possible to arrive at a correct answer by an entirely wrong approach. In
these rare circumstances, do not award the A marks, but award C marks on their merits.
However, correct numerical answers with no working shown gain all the marks available.
C marks are compensatory marks in general applicable to numerical questions. These can be scored
even if the point to which they refer are not written down by the candidate, provided
subsequent working gives evidence that they must have known it. For example, if an
equation carries a C mark and the candidate does not write down the actual equation but
does correct substitution or working which shows he knew the equation, then the C mark is
scored
A C marks is not awarded if a candidate makes two points which contradict each other.
Points which are wrong but irrelevant are ignored.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used to clarify
the mark scheme, but the marks do not depend on seeing the words or units in brackets, e.g.
10 (J) means that the mark is scored for 10, regardless of the unit given.
what we want, give credit. However, beware of and do not allow ambiguities, accidental or
deliberate: e.g. spelling which suggests confusion between reflection / refraction / diffraction
Not/NOT Indicates that an incorrect answer is not to be disregarded, but cancels another otherwise
correct alternative offered by the candidate, i.e. right plus wrong penalty applies.
Ignore Indicates that something which is not correct or irrelevant is to be disregarded and does not
cause a right plus wrong penalty.
ecf meaning “error carried forward” is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions.
This indicates that if a candidate has made an earlier mistake and has carried an incorrect
value forward to subsequent stages of working, marks indicated by ecf may be awarded,
provided the subsequent working is correct, bearing in mind the earlier mistake. This
prevents a candidate being penalised more than once for a particular mistake, but only
applies to marks annotated ecf.
© UCLES 2016
Significant Answers are normally acceptable to any number of significant figures ⩾ 2. Any exceptions to
Figures this general rule will be specified in the mark scheme.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one.
Transcription Deduct one mark if the only error in arriving at a final answer is because given or previously
errors calculated data has clearly been misread but used correctly..
Fractions (e.g. ½) Allow these only where specified in the mark scheme.
Crossed out work Work which has been crossed out and not replaced but can easily be read, should be
marked as if it had not been crossed out.
Use of NR (# key on the keyboard) Use this if the answer space for a question is completely blank or
contains no readable words, figures or symbols.
© UCLES 2016
Question Answer Marks
1(a)(i) Straight line from origin to (4.5 s, 7.2 m/s) B2
Tolerance in plotting: ½ a square
1(a)(ii) Use of area stated or implied by numbers used C1

OR average speed × time OR s = (u+v) / t / 2 OR vt / 2 A1
OR 0.5 × 4.5 × 7.2
16(.2) m
1(b) Rises from origin and curves with decreasing gradient B1

Finishes horizontal B1
1(c) Speed is scalar Velocity is vector B1

Speed has magnitude / size / value (only) B1
Velocity has magnitude / size / value and direction
OR velocity has direction; speed does not
Total: 8
© UCLES 2016
2(a)(i) (P =) hdg OR 15 × 1000 × 10 C1

1.5 × 105 or 150 000 Pa or N / m2 or 150 kPa or kN / m2 A1
2(a)(ii) (F =) PA OR 150 000 × 6000 C1

9.0 x 108 N / 9.0 × 105 kN A1
2(a)(iii) Same value as (a)(ii) or 9.0 × 108 N B1
2(b) Weight of tanker has to be equal to upward force of water B1

Depth (below surface) is / becomes less OR Tanker rises M1
(Tanker rises) because pressure / force on bottom of tanker
is greater OR because upthrust greater
OR At same depth as in river, pressure / force on bottom of
tanker is higher so tanker rises A1
Total: 8
3(a) (Molecules / they) collide with / hit walls of container OR B1

rebound from walls of container
Change of momentum OR Rate of change of momentum
occurs OR F = (mv – mu) / t B1
3(b)(i) (760 + 120 =) 880 mmHg B1
3(b)(ii) Same value as (b)(i) or 880 mmHg B1
3(b)(iii) New pressure = (760 + 240 =) 1000 (mmHg) C1

PV = constant OR P1V1 = P2V2 OR 12 × 880 = V × 1000 C1
11 cm3 A1
Total: 7
© UCLES 2016
4(a) Evaporation B1
Molecules with higher / highest (kinetic) energy OR that gain
enough energy B1
escape (from the liquid surface) B1
Molecules remaining in liquid have low / lower (kinetic) energy
OR Energy for evaporation came from remaining liquid B1
4(b) Greater decrease in temperature and / or volume than in (a). B1

Fan removes vapour / blows vapour away /
reduces humidity / reduces return of vapour to liquid,
allowing more molecules to escape OR faster / more
evaporation B1
4(c) Metal is a good (thermal) conductor B1

so passes heat to the liquid or from the surroundings (raising
its temperature) B1
Total: 8
© UCLES 2016
5(a) Molecular arrangement:

Ice: in lattice / regular / arranged / orderly / fixed in place
Water: random / irregular / not arranged / not orderly
B2
Molecular movement:
Ice: vibrate
Water: move (around) or slide over each other
5(b)(i) d = m / V in any form OR (m =) Vd OR 1800 × 0.025 × 920 C1

= 41 000 kg A1
5(b)(ii) (H =) mL OR 41 400 × 3.3 × 105 C1

1.4 x 1010 J OR 1.4 × 107 kJ OR 1,4 × 104 MJ A1
Total 6
Question Answer Mark
6(a)(i) 300 – 360 m / s B1
6(a)(ii) 20 Hz – 20 kHz B1
6(b)(i) v = f λ OR (f =) v / λ OR (a)(i) / 0.022 C1

Correct answer: e.g. 330 m / s gives 15 000 Hz A1
6(b)(ii) Vertical dotted lines midway (by eye ) between each pair of compressions OR to right or left of compressions shown with B1
correct spacing (by eye)
6(b)(iii) (At rarefactions) molecules have above normal separation / far apart / spread out B1
Pressure (of air) is below normal / low OR Molecules exert below normal / low pressure B1
Total: 7
© UCLES 2016
7(a)(i) Ray continues through first face, without bending, to sloping face M1
Ray reflected vertically down at sloping face A1
7(a)(ii) Prism drawn with correct orientation in square M1

Correct reflection to produce emergent ray A1
7(b) Tick in box 2 B1

Tick in box 6 B1
Total: 6
8(a) 12 V B1
8(b) (I = ) V/R C1
12 / 8 OR 1.5 (A) C1
(W =) IVt OR 1.5 × 12 × 40 (× 60)
OR
(W =) I2Rt OR 1.52 × 8 × 40 (× 60)
OR
W = V2t / R OR 122 × 40 (× 60) / 8 C1
43 000 J A1
8(c) Chemical (energy) to electrical (energy) (in battery) B1

Electrical (energy) to thermal / heat (energy) (in resistor) B1
Total: 7
© UCLES 2016
9 Mention of overheating or fire seen anywhere B1

Mention of electric shock or electrocution seen anywhere B1
Any two of:
Fire / overheating: if thin / extension cable carries too large

a current OR because thin / extension cable has no fuse.
Fire / overheating due to extension cable being coiled (so

that escape of heat is prevented)
Electric shock / electrocution (of gardener) if unsuitable B2

socket lets in moisture / gets wet
Electric shock / electrocution (of gardener) if tape repair

lets in moisture / gets wet
Electric shock / electrocution if cable is cut by mower and

no circuit-breaker
Total: 4
© UCLES 2016
10(a) (Wire) moves vertically or down (page) C1

Moves up (page) A1
OR Magnetic field is into the page
OR (Fleming’s) left hand-rule applies B1
10(b) Moves up and down (page) / vibrates up and down (page) B1

(Vertical) force on wire alternates OR due to interaction of field of magnet and alternating
field (of current) B1
Total: 5
11(a)(i) (Region) where a force acts on a charge B1
11(a)(ii) Direction of the force acting on a positive charge B1
11(b) At least 4 radial equally spaced straight lines drawn from surface of sphere B1
Arrows on lines pointing away from sphere B1
11(c)(i) Charges on sphere attract electrons (from earth)

OR There is a p.d. between the sphere and earth B1
11(c)(ii) I = Q / t in any form OR Q / t OR 20 × 10-6 / (20 × 60) C1

1.7 × 10-8 A A1
OR
I = Q / t in any form OR Q / t OR 20 / (20 × 60) (C1)
0.017 µA (A1)
Total: 7
© UCLES 2016
12(a)(i) Atomic number OR number of protons OR proton number B1
12(a)(ii) 94 B1
237
12(b) Np B1
93
4
+ 2α B1
12(c) (No of Am atoms remaining = 8 × 1014 – 6 × 1014) = 2 × 1014 C1

4 × 1014 (Am atoms remain after) 470 yrs or 1 half-life C1
(2 × 1014 Am atoms remain after) 940 yrs or 2 half-lives A1
Total: 7
© UCLES 2016
PHYSICS 0625/51
* 0 8 2 3 5 8 0 1 7 9 *
by phone: +44 1223 553554,
by fax: +44 1223 553558,
DC (RW) 115985/4
2
the apparatus.
The order in which a given candidate attempts the four questions is immaterial. It is suggested that
candidates spend about 20 minutes on each of questions 1 to 3, followed by 15 minutes on
question 4.
© UCLES 2016 0625/51/CI/O/N/16
3
Question 1
(i) Clamp, boss and stand.

(ii) Pendulum bob attached to approximately 60 cm of thin, inextensible string.
(iii) Metre rule with a mm scale.
(iv) Stopwatch with a resolution of at least 0.1 s. Candidates may use their own wristwatch facility
if they wish.
(v) Split cork, or similar device, to hold the string of the pendulum between the jaws of the clamp.
Notes
1. The pendulum should be set up for the candidates with the length approximately 45 cm from the
2. Candidates must be able easily to adjust the length of the pendulum.
3. It may be necessary to increase the stability of the clamp stand, for example by using a G-clamp
or by placing a weight on the base.
Check that the apparatus is set up as described in note 1.

4
Question 2

(ii) 250 cm3 beaker, labelled A.
(iii) 250 cm3 beaker, labelled B.
(iv) 100 cm3 or 250 cm3 measuring cylinder.
(v) Clamp, boss and stand. See note 4.
(vi) Supply of hot water. See notes 1 and 2.
(vii) Supply of water at room temperature. See note 3.
(viii) Supply of paper towels to mop up any water spillages.
(ix) Stirrer.
(x) Lid for beaker A, with a hole for the thermometer. See notes 5 and 7.
(xi) Sufficient insulating material to wrap once round beaker A. See notes 6 and 7.
(xii) Two elastic bands to secure the insulating material round beaker A. See note 7.
Notes
1. Hot water is to be available for each candidate throughout the experiment. The water should be
maintained at an approximately constant temperature between 80 °C and 100 °C. Each candidate
will require about 250 cm3 of hot water in total. Candidates must be able to pour hot water into the
measuring cylinder and beakers safely.
3. Water at room temperature is to be available for each candidate throughout the experiment. The
supply of water must be labelled ‘cold water’. Each candidate will require about 250 cm3 of water
at room temperature.
and out of the water without the danger of a beaker tipping.
5. The lid is to be cut from a sheet of suitable insulating material, e.g. cardboard or expanded
polystyrene.
6. Any flexible insulating material may be used, e.g. cotton wool, felt or corrugated cardboard.
7. Items (x), (xi) and (xii) must be placed on a sheet of plain paper labelled ‘items for use in
Question 2 part (d)’.
Empty the beakers and measuring cylinder. Check the supply of hot water. Check the supply of water
at room temperature. Return items (x), (xi) and (xii) to the sheet of paper. Replace the insulation if wet.
© UCLES 2016 0625/51/CI/O/N/16

5
Question 3
(i) Sheet of plain A4 size paper with a hole in one corner, one per candidate.
(ii) Rectangular, transparent glass or Perspex block, approximate size 11 cm × 6 cm × 2 cm. See
notes 1 and 2.
(iii) Optics pin.
(v) Protractor. Candidates may use their own.
(vi) 50 cm or 30 cm ruler, graduated in mm. Candidates may use their own.
(vii) String or treasury tag (to tie the plain A4 sheet of paper into the Question Paper). One per
candidate.
Notes
1. The block must have a thin vertical line drawn at the centre on each of the longest sides of the
block, as shown in Fig. 3.1. These lines may be drawn with a permanent marker pen.
Fig. 3.1
2. Label the top face of the block as shown in Fig. 3.2.
A L1 B
D L2 C
Fig. 3.2
Check that the lines and labels have not been rubbed off the block. Supply a sheet of plain A4 paper
(as in (i) above) and string or treasury tag (as in (vii) above).

6
Question 4
No apparatus is required for this question.
© UCLES 2016 0625/51/CI/O/N/16

7
0625/51
General
in the scripts;

8
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ...................................................... SIGNED ...........................................................

© UCLES 2016 0625/51/CI/O/N/16

* 8 8 8 0 4 1 2 4 4 7 *
PHYSICS 0625/51
1 hour 15 minutes

You are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4.
Total
DC (RW/FD) 115984/6
2
1 In this experiment, you will use a pendulum to determine a value for the acceleration of free fall g.
clamp clamp
bob
one complete
oscillation
Fig. 1.1 Fig. 1.2
(a) Adjust the pendulum until its length l = 50.0 cm. The length l is measured to the centre of the
bob.
Explain briefly how you avoided a parallax (line of sight) error when measuring the length l.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Displace the pendulum bob slightly and release it so that it swings. Fig. 1.2 shows one
complete oscillation of the pendulum.
(i) Measure the time t for 20 complete oscillations.
t = ...........................................................[1]
(ii) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = ...........................................................[2]
© UCLES 2016 0625/51/O/N/16

3
(iii) Measuring the time for a large number of oscillations, rather than for 1 oscillation, gives a
more accurate value for T.
Suggest one practical reason why measuring the time for 200 oscillations, rather than
20 oscillations, may not be suitable.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) (i) Calculate T 2.
T 2 = ...........................................................[1]
Calculate the acceleration of free fall g using the equation g = 4π2l . Give your answer to
2
(ii)
a suitable number of significant figures for this experiment. T
g = ................................................. m / s2 [2]
(d) A student checks the value of the acceleration of free fall g in a text book. The value in the
book is 9.8 m / s2.
(i) Suggest a practical reason why the result obtained from the experiment may be different.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest two improvements to the experiment.
1. ........................................................................................................................................
...........................................................................................................................................
2. ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 11]

4
(a) • Pour 100 cm3 of the hot water provided into beaker A.
• Measure the temperature θH of the water in beaker A.
θH = ...............................................................
• Pour 100 cm3 of the cold water provided into beaker B.
• Measure the temperature θC of the water in beaker B.
θC = ...............................................................
θH + θC
• Calculate the average temperature θAV using the equation θAV = .
2
θAV = ...............................................................
[3]
(b) Add the water from beaker B to the hot water in beaker A. Stir briefly.
Measure the temperature θM of the mixture.
θM = ...........................................................[1]
(c) State one precaution that you took to ensure that the temperature readings are as reliable as
possible.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2016 0625/51/O/N/16

5
(d) Empty both beakers.
You are provided with
• a lid, with a hole for the thermometer,
• some insulating material,
• two elastic bands.
(i) In the space below, draw a labelled diagram to show how you will use these items to
reduce the loss of thermal energy when the procedure is repeated.
[2]
(ii) Using the improvements shown in your diagram, repeat the procedure in parts (a) and
(b).
θH = ...............................................................
θC = ...............................................................
θAV = ...............................................................
θM = ...............................................................
[1]
(iii) Comment on whether the improvements made to the apparatus have significantly
changed the value of the temperature θM. Use your results to justify your answer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) Suggest two conditions that should be kept constant for all parts of this experiment.
1. ........................................................................................................................................
2. ........................................................................................................................................
[2]
[Total: 11]
6
3 In this experiment, you will investigate refraction using a transparent block.
hole
angle e
A E B
D C
eye
Fig. 3.1
© UCLES 2016 0625/51/O/N/16

7
(a) • Place the transparent block, largest face down, on the ray-trace sheet supplied. The block
should be approximately in the middle of the paper. Draw the outline of the block ABCD.
• Remove the block and draw a normal at the centre of side AB. Label the point E where
the normal crosses AB.
• Draw a line FE to the left of the normal and at an angle i = 20° to the normal.
• Place a pin P on the line FE, at a suitable distance from the block for producing an
accurate ray trace.
• There are vertical lines L1 and L2 drawn on the block. Replace the block so that line L1 is
at point E.
• Observe the images of L1 and P through side CD of the block. Carefully move the block,
keeping line L1 at point E, until the vertical line L2 and the images of L1 and P appear
one behind the other. This is indicated by the dashed position of the block shown in
Fig. 3.1.
• Draw a line along side AB of the block to mark its new position.
• Remove the block.
• Measure the angle θ between the original position of AB and the new position of AB, as
indicated in Fig. 3.1.
• Record i = 20° and θ in Table 3.1.
• Repeat the procedure using values of i = 30°, 40°, 50° and 60°.
Table 3.1
i/° θ/°
[4]

8
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© UCLES 2016 0625/51/O/N/16

9
(b) Plot a graph of θ / ° (y-axis) against i / ° (x-axis).
[4]
G = ...........................................................[2]
(d) Referring to your graph, comment on the quality of your measurements.
...................................................................................................................................................
...............................................................................................................................................[1]
Tie your ray-trace sheet into this Booklet between pages 8 and 9.
[Total: 11]

10
4 A student is investigating resistors connected in parallel.
The following apparatus is available to the student:
ammeter
voltmeter
power supply
variable resistor
switch
connecting leads
a box of identical resistors.
Plan an experiment to investigate how the combined resistance of the resistors, connected in
parallel, depends on the number of resistors. You are not required to carry out this investigation.
You should:
• draw a diagram of the circuit you could use to determine the resistance of resistors connected
in parallel (show only two resistors in your diagram)
• explain briefly how you would carry out the investigation
• draw a table or tables, with column headings, to show how you would display your readings.
You are not required to enter any readings into the table.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2016 0625/51/O/N/16
11
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[7]
[Total: 7]
© UCLES 2016 0625/51/O/N/16

12
BLANK PAGE
© UCLES 2016 0625/51/O/N/16

PHYSICS 0625/51
Paper 5 Practical October/November 2016
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

1(a) Either suitable use of a horizontal straight edge 1
Or holding rule close to pendulum

Or line of sight perpendicular to rule
1(b)(i) t = 27.8 – 29.0 (s) 1
1(b)(ii) T correct 1
Unit s 1
1(b)(iii) More likely to miscount/pendulum may stop swinging 1
1(c)(i) Correct calculation and unit s2 1
1(c)(ii) g between 9 and 11 from correct T and working 1

2 or 3 significant figures 1
1(d)(i) Explanation of cause of inaccuracy in measurement of t or l. 1

e.g. student did not react quickly enough when starting/stopping stopwatch OR difficulty in
measuring accurately to centre of bob
1(d)(ii) Any two from: 2

Use different length(s)
Repeat timing
Use of a fiducial mark
Increased number of oscillations
Plot a graph using length and time or time2
Total: 11
© UCLES 2016
2(a) θ H 60 – 100 1
θC 10 – 40 and θAV correct 1
Unit °C 1
2(b) θM between θH and θC 1
2(c) Perpendicular viewing of scale 1

OR wait until temperature stops rising
OR carry out without undue delay between parts
2(d)(i) Correct diagram with lid 1

Insulation placed round beaker 1
2(d)(ii) Sensible series of values with θM between θH and θC 1
2(d)(iii) Statement and justification to match results 1
2(d)(iv) Two from: 2

Room temperature (or other environmental condition)
Temperature of cold water
Temperature of hot water
Volumes of water
Size/shape/material/surface area of beaker
Total 11
© UCLES 2016
3(a) Ray trace:

Correct normal and all lines in approximately the right places 1
P at least 5 cm from AB 1
Table:
θ values within ±2° of ray trace values 1
θ values within ± 1° of 20, 30, 40, 50, 60 1
3(b) Graph:
Axes correctly labelled and right way round 1

Suitable scales 1
All plots correct to ½ small square 1
Good line judgement, thin, continuous line 1
3(c) Triangle method shown on graph and triangle using at least half of candidate’s line 1
G 0.9 – 1.1 1
3(d) Points close to/scattered from line (to match graph)/all on line. 1
Total: 11
© UCLES 2016
4 MP1 On circuit diagram: one voltmeter in parallel with any component 1
MP2 Circuit diagram correctly shows power supply, ammeter, unless in a branch, two or 1
more resistors in parallel
MP3 Circuit diagram: Correct symbols for ammeter, voltmeter and fixed resistor 1
MP4 Repeat with a different number of resistors (in parallel) 1
MP5 Table that includes columns for number of resistors, voltage/V and current/A 1
MP6 & MP7 Then any two from: 2
Resistance calculated (may be shown in table)

Use low current (to stop resistors getting too hot)/switch off between readings
Use at least 5 different combinations
Repeat with different current or voltage or variable resistor setting
Drawing a graph of number of resistors against combined resistance
Total: 7
© UCLES 2016
* 3 0 6 7 8 4 0 0 2 4 *
PHYSICS 0625/61
1 hour

DC (RW/FD) 115986/5
2
1 A student uses a pendulum to determine a value for the acceleration of free fall g.
Figs. 1.1 and 1.2 show the apparatus.
clamp clamp
bob
one complete
oscillation
Fig. 1.1 Fig. 1.2
(a) On Fig. 1.1, measure the length l of the pendulum.
l = .................................................... cm [1]
(b) The student adjusts the pendulum until its length l = 50.0 cm. The length l is measured to the
centre of the bob.
Explain briefly how the student avoids a parallax (line of sight) error when measuring length l.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2016 0625/61/O/N/16

3
(c) The student displaces the pendulum bob slightly and releases it so that it swings.
He measures the time t for 20 complete oscillations of the pendulum.

27.8 s
t = ...............................................................
(i) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = ...........................................................[1]
(ii) Measuring the time for a large number of oscillations, rather than for one oscillation,
gives a more accurate value for T.
Suggest one practical reason why measuring the time for 200 oscillations, rather than
20 oscillations, may not be suitable.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Calculate T 2.
T 2 = ...........................................................[1]
Calculate the acceleration of free fall g using the equation g = 4π2l . Give your answer to
2
(iv)
a suitable number of significant figures for this experiment. T
g = ................................................. m / s2 [2]

4
(d) The student checks the value of the acceleration of free fall g in a text book. The value in the
book is 9.8 m / s2.
(i) Suggest a practical reason why the result obtained from the experiment may be different.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest two improvements to the experiment.
1. ........................................................................................................................................
...........................................................................................................................................
2. ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 10]
© UCLES 2016 0625/61/O/N/16

5
2 A student is investigating the cooling of water.
(a) She pours 100 cm3 of hot water into a beaker.
110 °C
100
90
80
70
60
50
40
30
20
10
0
hot
–10
water
Fig. 2.1
(i) Record the temperature θH of the hot water, as shown in Fig. 2.1.
θH = ...........................................................[1]
(ii) The student measures the temperature θC of an equal volume of cold water.
19 °C
θC = ...............................................................
θH + θC
Calculate the average temperature θAV using the equation θAV = .
2
θAV = ...........................................................[1]

6
(b) The student adds the cold water to the hot water. She records the temperature θM of the
mixture.
46 °C
θM = ...............................................................
State one precaution that you would take to ensure that the temperature readings are as
reliable as possible.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) The student is provided with:
• a lid, with a hole for the thermometer
• some insulating material
• two elastic bands.
In the space below, draw a labelled diagram to show how you would use these items to
reduce the loss of thermal energy when the procedure is repeated.
[2]
© UCLES 2016 0625/61/O/N/16

7
(d) Using the improvements shown in your diagram, the student repeats the procedure and
obtains these readings.
86 °C
θH = ...............................................................
20 °C
θC = ...............................................................
53 °C
θAV = ...............................................................
49 °C
θM = ...............................................................
Comment on whether the improvements made to the apparatus have significantly changed
the value of the temperature θM. Use the results to justify your answer.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(e) Suggest two conditions that should be kept constant for all parts, (a) to (d), of this experiment.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 8]

8
3 A student is investigating refraction using a transparent block.
Fig. 3.1 shows the first stage of the student’s ray trace. ABCD is the outline of the transparent
block. E is at the centre of AB and G is at the centre of CD.
normal
angle e
A E B
G
D C
eye
Fig. 3.1
© UCLES 2016 0625/61/O/N/16

9
(a) On Fig. 3.1, draw a line FE to the left of the normal, above the outline of the block, and at an
angle i = 20° to the normal. [1]
(b) • The student places a pin P on the line FE, at a suitable distance from the block.
• There is a vertical line L1 drawn on side AB of the block at point E. There is a second
vertical line L2 drawn on side CD at point G.
• The student observes the images of L1 and P through side CD of the block. He carefully
turns the block to the dashed position in Fig. 3.1. In this position the vertical line L2 and
the images of L1 and P appear one behind the other.
(i) On Fig. 3.1, mark with a cross (×) a suitable position for pin P. [1]
(ii) Explain briefly the experimental reason for your choice of position for pin P.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) On Fig. 3.1, measure the angle θ and enter it in the first row of Table 3.1, on page 10. [1]

10
(c) • The student measures the angle θ between the original position of AB and the new
position of AB, as indicated in Fig. 3.1.
• He repeats the procedure, using values of i = 30°, 40°, 50° and 60°.
• The readings are shown in Table 3.1.
Table 3.1
i/° θ/°
20
30 29
40 41
50 51
60 59
Plot a graph of θ / ° (y-axis) against i / ° (x-axis).
[4]
© UCLES 2016 0625/61/O/N/16

11
G = ...........................................................[2]
[Total: 10]

12
4 A student is investigating resistors connected in parallel.
ammeter
voltmeter
power supply
variable resistor
switch
connecting leads
a box of identical resistors.
Plan an experiment to investigate how the combined resistance of the resistors, connected in
parallel, depends on the number of resistors.
You should:
• draw a diagram of the circuit you could use to determine the resistance of resistors connected
in parallel (show only two resistors in your diagram),
• explain briefly how you would carry out the investigation,
You are not required to enter any readings into the table.
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2016 0625/61/O/N/16
13
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[7]
[Total: 7]

14
5 A student is investigating the extension of a spring.
(a) Fig. 5.1 shows the spring with, and without, a load attached.
spring a
b c
d
load
Fig. 5.1
Tick the distance that shows the extension of the spring when the load is added.
a b c d
[1]
© UCLES 2016 0625/61/O/N/16

15
(b) The graph shows the student’s results.
load / N
0
0 5 10 15 20 25
extension / mm
(i) State whether the graph shows that the load and the extension are directly proportional.
Justify your answer by reference to the graph.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
[2]
(ii) The student determines the gradient G of the graph line.
0.1744729
G = ...............................................................
G is numerically equal to a constant k for the spring.
Write down the value of the constant k. Give your answer to a suitable number of
significant figures and include the unit.
k = ...........................................................[2]
[Total: 5]
© UCLES 2016 0625/61/O/N/16

16
BLANK PAGE
© UCLES 2016 0625/61/O/N/16

PHYSICS 0625/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

1(a) l = 4.1 – 4.2 (cm) 1
1(b) Either suitable use of a horizontal straight edge, explained briefly 1

Or holding rule close to pendulum
Or line of sight perpendicular (to rule)
1(c)(i) T = 1.39 (s) OR 1.4 1
1(c)(ii) Pendulum may stop OR student may lose count 1
1(c)(iii) 1.93 s2 (ecf allowed) 1
1(c)(iv) 10.2(2) 1
1(d)(i) Explanation of cause of inaccuracy in measurement of t or l. 1

e.g. student did not react quickly enough when starting/stopping stopwatch OR difficulty in
measuring accurately to centre of bob
1(d)(ii) Any two from: 2

Use different length(s)
Repeat timing
Use of a fiducial mark
Increased number of oscillations
Plot a graph using length and time or time2
Total: 10
© UCLES 2016
2(a)(i) 88 (°C) 1
2(a)(ii) θAV = 53.5 (°C) 1
2(b) Perpendicular viewing of scale OR stirring 1

OR wait until temperature stops rising,
OR avoid delay (between adding water and taking temperature)
Allow thermometer not touching beaker, owtte
2(c) Correct diagram with lid drawn 1

Insulation placed round beaker 1
2(d) Statement and justification to match results. A number or numbers must be seen. 1
Comment must include yes or no or ‘too close to call’; owtte
2(e) Two from: 2

Room temperature (or other environmental condition)
Temperature of cold water
Temperature of hot water
Volumes of water
Size/shape/material/surface area of beaker
Total: 8
© UCLES 2016
3(a) Ray trace: i = 20 1
3(b)(i) P at least 5 cm from the block 1
3(b)(ii) Greater accuracy with greater distance owtte 1

OR easier to line up accurately
3(b)(iii) 19° 1
3(c) Graph:
θ 19 (or ecf), 29,41,51,59
i 20, 30, 40, 50, 60

Suitable scales 1
3(d) Triangle method shown on graph and triangle using at least half of candidate’s line 1
G 0.9 – 1.1 1
Total: 10
© UCLES 2016
4 MP1 On circuit diagram: one voltmeter in parallel with any component 1
MP2 Circuit diagram correctly shows power supply, ammeter, unless in a branch, two or 1
more resistors in parallel
MP3 Circuit diagram: Correct symbols for ammeter, voltmeter and fixed resistor 1
MP4 Repeat with a different number of resistors (in parallel) 1
MP5 Table that includes columns for number of resistors, voltage/V and current/A 1
MP6 & MP7 Then any two from: 2
Resistance calculated (may be shown in table)

Use low current (to stop resistors getting too hot)/switch off between readings
Use at least 5 different combinations
Repeat with different current or voltage or variable resistor setting
Drawing a graph of number of resistors against combined resistance
Total: 7
© UCLES 2016
5(a) c 1
5(b)(i) (yes) straight line 1

through the origin 1
5(b)(ii) 0.174 or 0.17 1

N/mm 1
Total: 5
© UCLES 2016
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) May/June 2016
45 minutes
Soft clean eraser
*1549637503*

IB16 06_0625_11/2RP
2
1 The diagram shows an enlarged drawing of the end of a metre rule. It is being used to measure
the length of a small feather.
10 20 30
mm
cm 1 2 3
What is the length of the feather?
A 19 mm B 29 mm C 19 cm D 29 cm
2 A train begins a journey from a station and travels 60 km in a time of 20 minutes.
What is the average speed of the train?
A 3.0 m / s B 5.0 m / s C 50 m / s D 60 m / s
3 Two runners take part in a race.
The graph shows how the speed of each runner changes with time.
runner 1
speed
runner 2
0
0 t time
What does the graph show about the runners at time t ?
A Both runners are moving at the same speed.

B Runner 1 has zero acceleration.
C Runner 1 is overtaking runner 2.
D Runner 2 is slowing down.
© UCLES 2016 0625/11/M/J/16

3
What happens to the mass and what happens to the weight of the liquid in the cup?
mass weight
5 An object has a mass of 50 kg.
The gravitational field strength on Earth is 10.0 N / kg.
The gravitational field strength on a distant planet is 4.0 N / kg.
What is the weight of the object on Earth, and what is its weight on the distant planet?
on the distant
on Earth
planet
A 5.0 kg 12.5 kg
B 5.0 N 12.5 N
C 500 kg 200 kg
D 500 N 200 N

4
6 A student wishes to determine the density of an irregularly-shaped stone.
First he finds the mass of the stone. Next he lowers the stone into a measuring cylinder
containing water.
The diagrams show the measuring cylinder before and after the stone is lowered into it.
stone
reading 2
water
reading 1
water stone
How should the student calculate the density of the stone?
A mass of stone × reading 2
B mass of stone × (reading 2 – reading 1)
C mass of stone ÷ reading 2
D mass of stone ÷ (reading 2 – reading 1)
7 Which is an example of a force?
A energy
B power
C pressure
D weight
© UCLES 2016 0625/11/M/J/16

5
8 The diagram shows an object of weight W and an object of weight Z balanced on a uniform metre
rule.
a b
object of object of
weight W 50 cm mark weight Z
pivot
metre rule
Which equation relating to W, Z, a and b is correct?
W Z
A =
a b
B W×Z=a×b
C W×a=Z×b
D W × (a + b) = Z
9 A skier walks from the bottom of a ski slope to the top and gains 10 000 J of gravitational potential
energy.
She skis down the slope. At the bottom of the slope, her kinetic energy is 2000 J.
How much energy is dissipated in overcoming friction and air resistance as the skier moves down
the slope?
A 2000 J B 8000 J C 10 000 J D 12 000 J

6
10 A coal-fired power station generates electricity. Coal is burnt and the energy released is used to
boil water. The steam from the water makes the generator move and this produces electricity.
Which words are used to describe the energy stored in the coal and the energy of the moving
generator?
coal generator
A chemical hydroelectric
B chemical kinetic
C geothermal hydroelectric
D geothermal kinetic
11 Four different children run up the same set of stairs.
For which child is the useful power to climb the stairs the greatest?
mass of child / kg time taken / s
A 40 15
B 50 25
C 60 25
D 70 15
12 The diagram shows three vases each with the same base area. Each vase contains water of the
same depth.
water water water
P Q R
Which statement about the water pressures at points P, Q and R is correct?
A The pressure at point P is the greatest.

B The pressure at point Q is the least.
C The pressure at point R is the greatest.
D The pressures at points P, Q and R are the same.
© UCLES 2016 0625/11/M/J/16

7
mercury
X
Y
Z
The atmospheric pressure increases.
Which distance increases?
A VW B WY C XY D XZ
14 Which statement about evaporation is correct?
A Evaporation causes the temperature of the remaining liquid to decrease.

B Evaporation does not occur from a cold liquid near its freezing point.
C Evaporation does not occur from a dense liquid, such as mercury.
D Evaporation occurs from all parts of a liquid.
15 A gas is stored in a sealed container of constant volume. The temperature of the gas increases.
This causes the pressure of the gas to increase.
What happens to the gas molecules during this pressure increase?
A The average kinetic energy of the molecules increases.

B The average separation of the molecules decreases.
C The average separation of the molecules increases.
D The volume of each molecule increases.

8
16 A substance loses thermal energy (heat) to the surroundings at a steady rate.
temperature
P
0
0 time
What could the portion PQ of the graph represent?
A gas condensing
B gas cooling
C liquid cooling
D liquid solidifying
17 A student wishes to check the upper and the lower fixed points on a Celsius scale thermometer.
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
She has four beakers P, Q, R and S.
Beaker P contains a mixture of ice and salt.

Beaker Q contains a mixture of ice and water.
Beaker R contains boiling salt solution.
Beaker S contains boiling water.
Which two beakers should she use to check the fixed points?
A P and R B P and S C Q and R D Q and S
© UCLES 2016 0625/11/M/J/16

9
18 The same quantity of thermal energy is supplied to two solid objects X and Y. The temperature
increase of object X is greater than the temperature increase of object Y.
Which statement explains this?
A X has a lower melting point than Y.

B X has a lower density than Y.
C X has a lower thermal capacity than Y.
D X is a better thermal conductor than Y.
19 A liquid is heated in a beaker.
liquid
heating
The density of the liquid changes as its temperature increases. This causes energy to be
transferred throughout the liquid.
How does the density change and what is this energy transfer process?
energy transfer
density
process
A decreases conduction
B decreases convection
C increases conduction
D increases convection
20 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.
The pins fall off when the wax melts.
Which pin falls off first?
glass copper
pin pin pin pin

A B C D
heat

10
21 Which row shows the natures of light waves, sound waves and X-rays?
light waves sound waves X-rays
A longitudinal longitudinal transverse

B longitudinal transverse longitudinal
C transverse longitudinal transverse
D transverse transverse longitudinal
22 Radio waves are received at a house at the bottom of a hill.
radio
waves
house
hill
The waves reach the house because the hill has caused them to be
A diffracted.
B radiated.
C reflected.
D refracted.
23 The ray diagram shows the image of an object formed by a converging lens.
converging
lens
object
image
50 cm 40 cm 72 cm
What is the focal length of the lens?
A 40 cm B 50 cm C 72 cm D 90 cm
© UCLES 2016 0625/11/M/J/16

11
24 The diagram shows the dispersion of white light by a prism.
prism
white X
Y spectrum
light
Z of colours
Which row could be correct for the colours seen at X, at Y and at Z?
colour at X colour at Y colour at Z
A red violet yellow

B red yellow violet
C violet yellow red
D yellow red violet
25 Why can ultrasound not be heard by humans?
A The amplitude is too great.

B The frequency is too great.
C The speed is too great.
D The wavelength is too great.
26 A sound wave has a certain amplitude and a certain frequency.
A second sound wave is quieter and lower in pitch than the first sound wave.
The second wave has
A a larger amplitude and a greater frequency.

B a larger amplitude and a smaller frequency.
C a smaller amplitude and a greater frequency.
D a smaller amplitude and a smaller frequency.
27 Which statement about a magnet is correct?
A A magnet attracts a gold rod.

B A magnet does not attract a plastic rod.
C A magnet never repels another magnet.
D A magnet sometimes repels an unmagnetised nickel rod.

12
28 A student wishes to make a permanent magnet. She has an iron rod and a steel rod.
Which rod should she use to make the permanent magnet, and is this rod a hard magnetic
material or a soft magnetic material?
type of magnetic
rod
material
A iron hard
B iron soft
C steel hard
D steel soft
29 The circuit shown includes two meters X and Y, connected correctly.
Which row gives the unit of the quantity measured by X and the unit of the quantity measured
by Y?
meter X meter Y
A ampere ampere
B ampere volt
C volt ampere
D volt volt
© UCLES 2016 0625/11/M/J/16

13
30 A polythene rod is rubbed with a cloth.
polythene rod
cloth
The rod and the cloth both become charged as electrons move between them.
The rod becomes negatively charged.
Which diagram shows how the rod becomes negatively charged, and the final charge on the
cloth?
A B
electron electron
– – movement – movement
– – –
– –
– – + + + – –– + + +
– – – + + + – – +
+ + + ++
+ + +
C D
electron electron
– movement – movement
– – – –
– –
– –– – – – – –– – – –
– – – – – –
– – –– – – ––
– –
31 What is the function of a relay?
A to allow a current in one circuit to operate a switch in another circuit

B to prevent an electric shock by earthing a metal case
C to protect a circuit by melting if the current becomes too large
D to transform a d.c. voltage to a different value

14
32 The circuit shown contains three ammeters X, Y and Z.
X A Z
A
10 Ω
A
20 Ω Y
Which ammeter has the largest reading?
A X
B Y
C Z
D They all have the same reading.
33 The diagram shows part of a circuit used to switch street lamps on and off automatically.
LDR
In the evening it gets dark.
Which row shows the effect on the resistance of the light-dependent resistor (LDR) and on the
potential difference (p.d.) across it?
resistance of LDR p.d. across LDR
© UCLES 2016 0625/11/M/J/16

15
34 A domestic circuit includes a 30 A fuse. This protects the wiring if there is too much current in the
circuit.
In which wire is the 30 A fuse positioned, and what does it do when it operates?
position operation
A live wire disconnects the circuit

B live wire reduces the current to 30 A
C neutral wire disconnects the circuit
D neutral wire reduces the current to 30 A
35 A strong electromagnet is used to attract pins.
current core
coil
pins
What happens when the current in the coil is halved?
A No pins are attracted.

B Some pins are attracted, but not as many.
C The same number of pins is attracted.
D More pins are attracted.

16
input output
voltage voltage

800 turns 40 turns
The input voltage is 240 V.
What is the output voltage?
A 6.0 V B 12 V C 20 V D 40 V
37
37 How many neutrons are in a nucleus of the nuclide 17 Cl ?
A 17 B 20 C 37 D 54
38 A certain element has several isotopes.
Which statement about these isotopes is correct?
A They must have different numbers of electrons orbiting their nuclei.

B They must have the same number of neutrons in their nuclei.
C They must have the same number of nucleons in their nuclei.
D They must have the same number of protons in their nuclei.
39 A radioactive nucleus emits either an α-particle or a β-particle.
What are the products of these two types of radioactive emission?
product after α-emission product after β-emission
A a nucleus of a different element a nucleus of a different element

B a nucleus of a different element a nucleus of the same element
C a nucleus of the same element a nucleus of a different element
D a nucleus of the same element a nucleus of the same element
© UCLES 2016 0625/11/M/J/16

17
40 A reading is taken every 10 minutes of the number of emissions per second from a radioactive
source. The table shows the readings.
number of
time / min emissions
per second
0 800
10 560
20 400
30 280
40 200
50 140
60 100
What is the half-life of the source?
A 10 min B 20 min C 40 min D 60 min
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PHYSICS 0625/11
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.

Question Question
Key Key
Number Number
1 A 21 C
2 C 22 A
3 A 23 A
4 A 24 B
5 D 25 B
6 D 26 D
7 D 27 B
8 C 28 C
9 B 29 D
10 B 30 B
11 D 31 A
12 D 32 C
13 B 33 D
14 A 34 A
15 A 35 B
16 C 36 B
17 D 37 B
18 C 38 D
19 B 39 A
20 C 40 B

PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) May/June 2016
45 minutes
Soft clean eraser
*9170531728*

IB16 06_0625_21/2RP
2
1 The diagram shows an enlarged drawing of the end of a metre rule. It is being used to measure
the length of a small feather.
10 20 30
mm
cm 1 2 3
What is the length of the feather?
A 19 mm B 29 mm C 19 cm D 29 cm
2 The speed-time graph shown is for a car moving in a straight line.
15
speed
m/s
10
0
0 20 40 60 80
time / s
What is the acceleration of the car when the time is 40 s?
A 0 m / s2 B 15 − 3 m / s2 C 15 m / s2 D (15 – 3) m / s2
40 40
© UCLES 2016 0625/21/M/J/16

3
3 Two runners take part in a race.
The graph shows how the speed of each runner changes with time.
runner 1
speed
runner 2
0
0 t time
What does the graph show about the runners at time t ?
A Both runners are moving at the same speed.

B Runner 1 has zero acceleration.
C Runner 1 is overtaking runner 2.
D Runner 2 is slowing down.
4 A satellite orbits the Earth above the atmosphere at a constant speed.
The diagram shows the satellite at one point in its circular orbit around the Earth.
Which labelled arrow shows the direction of the resultant force on the satellite at the position
shown?
direction of rotation
of satellite
D B
Earth
satellite
C

4
What happens to the mass and what happens to the weight of the liquid in the cup?
mass weight
6 The diagrams show three uniform beams P, Q and R, each pivoted at its centre.
The two forces acting on each beam are also shown.
2.0 m 1.0 m
P
4.0 N 4.0 N
4.0 m 2.0 m
Q
2.0 N 5.0 N
2.0 m 4.0 m
R
1.5 N 1.0 N
Which beams rotate clockwise?
A P and Q only
B P and R only
C Q and R only
D P, Q and R
© UCLES 2016 0625/21/M/J/16

5
7 An object of mass 50 kg accelerates from a velocity of 2.0 m / s to a velocity of 10 m / s in the same

direction.
What is the impulse provided to cause this acceleration?
A 250 N s B 400 N s C 850 N s D 2500 N s
8 A scalar quantity has
A magnitude and direction.

B no magnitude and no direction.
C magnitude but no direction.
D direction but no magnitude.
9 Energy is released in some nuclear reactions.
Which nuclear reaction takes place in a nuclear power station, and which nuclear reaction takes
place in the Sun?
nuclear power
the Sun
station
A fission fission
B fission fusion
C fusion fission
D fusion fusion
10 A lorry of mass 4000 kg is travelling at a speed of 4.0 m / s.
A car has a mass of 1000 kg. The kinetic energy of the car is equal to the kinetic energy of the
lorry.
What is the speed of the car?
A 2.0 m / s B 4.0 m / s C 8.0 m / s D 16.0 m / s

6
11 A force acts on an object and causes the object to move a certain distance, in the same direction
as the force.
Which row represents a situation in which the largest amount of work is done on the object by the
force?
force / N distance moved / m
A 2.0 40.0
B 10.0 2.0
C 20.0 6.0
D 100.0 1.0
12 A diver under water uses breathing apparatus at a depth where the pressure is 1.25 × 105 Pa.
A bubble of gas breathed out by the diver has a volume of 20 cm3 when it is released. The bubble
moves upwards to the surface of the water.
At the surface of the water, the atmospheric pressure is 1.00 × 105 Pa.
The temperature of the water is the same at all depths.
What is the volume of this bubble when it reaches the surface?
A 15 cm3 B 16 cm3 C 20 cm3 D 25 cm3
© UCLES 2016 0625/21/M/J/16

7
mercury
X
Y
Z
The atmospheric pressure increases.
Which distance increases?
A VW B WY C XY D XZ
14 Which statement about evaporation is correct?
A Evaporation causes the temperature of the remaining liquid to decrease.

B Evaporation does not occur from a cold liquid near its freezing point.
C Evaporation does not occur from a dense liquid, such as mercury.
D Evaporation occurs from all parts of a liquid.
15 A beaker contains 0.500 kg of water at a temperature of 3.0 °C. The beaker is heated, and the
internal energy of the water increases by 21.0 kJ.
The specific heat capacity of water is 4200 J / (kg °C).
What is the temperature of the water after it has been heated?
A 5.5 °C B 10.0 °C C 13.0 °C D 31.5 °C

8
16 A substance loses thermal energy (heat) to the surroundings at a steady rate.
temperature
P
0
0 time
What could the portion PQ of the graph represent?
A gas condensing
B gas cooling
C liquid cooling
D liquid solidifying
17 A student wishes to check the upper and the lower fixed points on a Celsius scale thermometer.
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
She has four beakers P, Q, R and S.
Beaker P contains a mixture of ice and salt.

Beaker Q contains a mixture of ice and water.
Beaker R contains boiling salt solution.
Beaker S contains boiling water.
Which two beakers should she use to check the fixed points?
A P and R B P and S C Q and R D Q and S
© UCLES 2016 0625/21/M/J/16

9
18 Two otherwise identical cars, one black and one white, are at the same initial temperature. The
cars are left in bright sunshine and their temperatures increase. During the night their
temperatures decrease.
Which car shows the greater rate of temperature increase and which car shows the greater rate
of temperature decrease?
greater rate of greater rate of

temperature temperature
increase decrease
A black black
B black white
C white black
D white white
19 A liquid is heated in a beaker.
liquid
heating
The density of the liquid changes as its temperature increases. This causes energy to be
transferred throughout the liquid.
How does the density change and what is this energy transfer process?
energy transfer
density
process
A decreases conduction
B decreases convection
C increases conduction
D increases convection
20 Sound waves of frequency 2.0 kHz travel through a substance at a speed of 800 m / s.
What is the wavelength of the waves?
A 0.40 m B 2.5 m C 400 m D 1600 m

10
21 Which row shows the natures of light waves, sound waves and X-rays?
light waves sound waves X-rays
A longitudinal longitudinal transverse

B longitudinal transverse longitudinal
C transverse longitudinal transverse
D transverse transverse longitudinal
22 The diagram shows light travelling from air into glass.
Four angles v, w, x and y are shown.
normal
light
w
air v
glass y
Which formula is used to calculate the refractive index n of the glass?
sin v sin v sin w sin w

A n= B n= C n= D n=
sin y sin x sin y sin x
23 The diagram shows a converging lens forming an image of an object.
image object
Y
Which statement about the image is correct?
A It is real and can be seen by an eye at X.

B It is real and can be seen by an eye at Y.
C It is virtual and can be seen by an eye at X.
D It is virtual and can be seen by an eye at Y.
© UCLES 2016 0625/21/M/J/16

11
24 A sound wave travels through air as a series of compressions and rarefactions.
Which row correctly compares the air pressure in a compression and the air pressure in a
rarefaction to the air pressure nearby where there is no sound wave?
air pressure in air pressure in

a compression a rarefaction
A higher higher
B higher lower
C lower higher
D lower lower
25 A sound wave has a certain amplitude and a certain frequency.
A second sound wave is quieter and lower in pitch than the first sound wave.
The second wave has
A a larger amplitude and a greater frequency.

B a larger amplitude and a smaller frequency.
C a smaller amplitude and a greater frequency.
D a smaller amplitude and a smaller frequency.
26 What is an electric field?
A a region around a wire carrying an electric current in which a compass needle experiences a
force
B a region in which an electric charge experiences a force
C a region in which an electric charge is attracted by the Earth’s gravity
D a region through which electromagnetic radiation is passing

12
27 A negatively charged rod is held close to one side of a metal sphere. The other side of the sphere
is earthed.
Which diagram shows the distribution of charge on the metal sphere?
A B
– + –
–
– –– – – ––
– – – + –
C D
+ + +
+
– –– – –– +
– + + – +
28 A cell is connected to a lamp, as shown.
– +
A charge of 4.0 C flows through the lamp in 2.0 s.
What is the direction of the electron flow in the lamp and what is the current in the lamp?
direction of electron
current / A
flow in lamp
A from left to right 2.0

B from left to right 8.0
C from right to left 2.0
D from right to left 8.0
© UCLES 2016 0625/21/M/J/16

13
29 The diagrams show four current-voltage graphs.
Which two graphs show the characteristics of an ohmic resistor and of a filament lamp?
W X Y Z
current current current current
0 0 0 0
0 voltage 0 voltage 0 voltage 0 voltage
ohmic filament
resistor lamp
A W Y
B X Y
C W Z
D X Z
30 The four circuits shown all include an a.c. power supply, two diodes and a lamp.
In which circuit is there a rectified current in the lamp?
A B
C D

14
31 The diagram shows a combination of logic gates.
input P
(= 0) output X
input Q output Y
(= 1)
Input P is at a logic state 0 (low) and input Q is at a logic state 1 (high).
What are the logic states at output X and at output Y?
output X output Y
A 0 0
B 0 1
C 1 0
D 1 1
32 The diagram shows part of a circuit used to switch street lamps on and off automatically.
LDR
In the evening it gets dark.
Which row shows the effect on the resistance of the light-dependent resistor (LDR) and on the
potential difference (p.d.) across it?
resistance of LDR p.d. across LDR
© UCLES 2016 0625/21/M/J/16

15
33 A domestic circuit includes a 30 A fuse. This protects the wiring if there is too much current in the
circuit.
In which wire is the 30 A fuse positioned, and what does it do when it operates?
position operation
A live wire disconnects the circuit

B live wire reduces the current to 30 A
C neutral wire disconnects the circuit
D neutral wire reduces the current to 30 A
34 A strong electromagnet is used to attract pins.
current core
coil
pins
What happens when the current in the coil is halved?
A No pins are attracted.

B Some pins are attracted, but not as many.
C The same number of pins is attracted.
D More pins are attracted.

16
input output
voltage voltage

800 turns 40 turns
The input voltage is 240 V.
What is the output voltage?
A 6.0 V B 12 V C 20 V D 40 V
36 The diagram shows a shaded area where the direction of a magnetic field is into the page.
A beam of β-particles enters the field as shown.
magnetic field
into the page
beam of
β-particles
In which direction is the beam of β-particles deflected as they enter the magnetic field?
A into the page

B out of the page
C down the page
D up the page
© UCLES 2016 0625/21/M/J/16

17
37 The arrangement shown is used to check whether the flour inside a cardboard packet is above a
certain level. If it is above this level, the flour absorbs the radiation from the source so that it
doesn’t reach the detector.
radioactive
source detector
flour
cardboard
packet
Which type of radiation is suitable to use?
A α-particles only
B β-particles only
C either α-particles or β-particles
D γ-rays only
243
38 A nucleus of americium 95 Am emits an α-particle to form a nucleus of neptunium (Np).
Which equation represents this decay?

243 247 4
A 95 Am → 97 Np + 2α
243 243 0
B 95 Am → 96 Np + -1 α
243 243 0
C 95 Am → 94 Np + -1 α
243 239 4
D 95 Am → 93 Np + 2α
39 A certain element has several isotopes.
Which statement about these isotopes is correct?
A They must have different numbers of electrons orbiting their nuclei.

B They must have the same number of neutrons in their nuclei.
C They must have the same number of nucleons in their nuclei.
D They must have the same number of protons in their nuclei.

18
40 A reading is taken every 10 minutes of the number of emissions per second from a radioactive
source. The table shows the readings.
number of
time / min emissions
per second
0 800
10 560
20 400
30 280
40 200
50 140
60 100
What is the half-life of the source?
A 10 min B 20 min C 40 min D 60 min
© UCLES 2016 0625/21/M/J/16

19
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© UCLES 2016 0625/21/M/J/16

20
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© UCLES 2016 0625/21/M/J/16

PHYSICS 0625/21
MARK SCHEME
Maximum Mark: 40
Published
Teachers.

Question Question
Key Key
Number Number
1 A 21 C
2 A 22 D
3 A 23 D
4 D 24 B
5 A 25 D
6 C 26 B
7 B 27 D
8 C 28 A
9 B 29 B
10 C 30 A
11 C 31 A
12 D 32 D
13 B 33 A
14 A 34 B
15 C 35 B
16 C 36 C
17 D 37 B
18 A 38 D
19 B 39 D
20 A 40 B

PHYSICS 0625/31
Paper 3 Core Theory May/June 2016
MARK SCHEME
Maximum Mark: 80
Published
Teachers.

B marks are independent marks, which do not depend on other marks. For a B mark to
answers.
M marks are method marks upon which accuracy marks (A marks) depend. For an M mark
to be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent marks
can be scored.
they refer are not written down by the candidate, provided subsequent working
gives evidence that they must have known it. For example, if an equation
carries a C mark and the candidate does not write down the actual equation but
does correct substitution or working which shows that they knew the equation, then
the C mark is scored. A C mark is not awarded if a candidate makes two points
which contradict each other. Points which are wrong but irrelevant are ignored.
A marks are accuracy or answer marks which either depend on an M mark, or which are
one of the ways which allow a C mark to be scored.
in brackets e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
c.a.o. means “correct answer only”
marks.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and
Spelling Be generous about spelling and use of English. If an answer can be understood to
mean what we want, give credit. However, beware of and do not allow ambiguities:
applies.

e.c.f. means “error carried forward” . This is mainly applicable to numerical questions,
but may occasionally be applied in non-numerical questions if specified in the mark
scheme.
incorrect value forward to subsequent stages of working, marks indicated by e.c.f.
may be awarded, provided the subsequent working is correct, bearing in mind the
earlier mistake. This prevents a candidate from being penalised more than once
for a particular mistake, but only applies to marks annotated “e.c.f”.
Significant figures On this paper, answers are generally acceptable to any number of significant
figures ⩾ 2, except where the mark scheme specifies otherwise or gives an answer
to only 1 significant figure.
commonly, marks are awarded for specific units.
Arithmetic errors Deduct only one mark if the only error in arriving at a final answer is clearly an
arithmetic one. Regard a power-of-ten error as an arithmetic one.
Crossed out work Work which has been crossed out and not replaced but can easily be read,
should be marked as if it had not been crossed out.
Use of NR (# key on the keyboard) Use this if the answer space for a question is completely
blank or contains no readable words, figures or symbols.

1(a) cyclist accelerating OR moving faster OR cyclist has higher speed B1

both (cyclist and runner) accelerating B1
cyclists gradient steeper OR acceleration values calculated B1
1(b) Constant OR steady OR uniform (speed or motion) B1
1(c) indication of an area calculated C1
6 × 9 = 54(m) C1
½ (6 × 9) = 27(m) C1
81(m) A1
1(d) horizontal line finishes at 10 seconds B1
straight line to time zero in two seconds B1
Total: 10
2(a) air resistance B1

2(b) W = m × g in any form B1
54(kg) B1
2(c) (540 – 100) = 440(N) B1
downwards B1
Total: 5

3(a)(i) convection OR radiation B1

3(a)(ii) conduction B1
3(b) poor emitter OR poor radiator (of thermal energy) B1
3(c) (handles) become hot B1
use an insulator B1
Total: 5
4(a) hot rocks B1

4(b) input: thermal B1
output: electrical B1
4(c) any two from: B2
air pollution OR atmospheric pollution
climate change OR global warming OR greenhouse gases
use up diminishing resources OR non-renewable
Total: 5

5(a) any two from: B2

larger area (in contact with roof)
weight OR force spread out
lower pressure (on roof)
5(b) 400 + 1600 seen OR 2000(N) B1
P = F / A stated C1
2000 / 0.8 C1
2500 A1
N / m2 OR Pa B1
Total: 7
6(a)(i) three straight lines, joined end to end B1

at least two changes of direction B1
6(a)(ii) collisions OR bumps OR bounces off B1
(with moving) air molecules B1
6(b) more collisions OR changes of direction B1
Total: 5

7(a) to the left OR anticlockwise B1

7(b) row 1 – increases B1
row 2 – stays the same B1
row 3 – decreases B1
7(c) electric cables lower to ground OR telephone lines in summer OR buckling tracks B1
Total: 5
8(a)(i) normal B1
8(a)(ii) 20° B1
8(b) d B1
g B1
f B1
R OR S B1
8(c) any two rays correctly drawn from top of O: M2
ray parallel to axis, through lens, and beyond F
ray undeviated through centre of lens and beyond
ray through F, through lens, then parallel to axis
inverted image correctly drawn and positioned at intersection of two rays A1
Total: 9

9(a)(i) infra-red B1
9(a)(ii) frequency B1
9(b)(i) any two different applications from: B2
• (medical) imaging OR detecting fractures in bone OR specific example e.g. CT scan / imaging teeth at dentist
• detecting faults in metal
• security imaging e.g. airport security checks of bags
• cancer treatment
9(b)(ii) any two from: B2
• behind a screen OR lead apron
• large distance from X-ray beam
• monitoring of OR restricting exposure
• low dosage OR limit exposure time
• monitor frequency of x-ray sessions
• other people not allowed in room when X-ray being taken
• avoid when pregnant
9(b)(iii) same speed B1
Total: 7

10(a)(i) series B1
10(a)(ii) thermistor B1
10(b)(i) resistance decreases as temp increases B1
at decreasing rate OR not proportional OR not linear B1
10(b)(ii) resistance of Y = 80 Ω C1
Rt = R1 + R2 in any form C1
100(Ω) A1
10(b)(iii) V = IR in any form C1
12 ÷ 100 OR 12 ÷ candidates (b)(ii) C1
0.12 (A) OR ECF from (b)(ii) A1
Total: 10
11(a) iron, steel B2

11(b) N and S correctly labelled on Fig. 11.1 B1
N and S correctly labelled on Fig. 11.2 B1
11(c)(i) repulsion B1
11(c)(ii) repulsion B1
11(c)(iii) No force B1
Total: 7

12(a) idea of paper between source and detector OR measuring range (in air) OR pass through an electric or magnetic B1
field
alpha stopped by paper OR larger range in air for beta OR identify deflection when in field B1
12(b) any two from: B2
gamma travel at the speed of light
gamma rays have no charge
gamma rays have no mass
gamma is a wave OR part of the electromagnetic spectrum
gamma less ionising
greater penetration
not deflected by electric or magnetic fields
12(c) damages cells / tissues / DNA OR causes (cell) mutations OR radiation sickness B1
Total: 5

PHYSICS 0625/41
Paper 4 Extended Theory May/June 2016
MARK SCHEME
Maximum Mark: 80
Published
Teachers.

M marks are method marks upon which further marks depend. For an M mark to be
scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent marks
can be scored.
B marks: are independent marks, which do not depend on other marks. For a B mark to
answers.
If a final numerical answer, eligible for A marks, is correct, with the correct unit
and an acceptable number of significant figures, all the marks for that question
are normally awarded.
It is very occasionally possible to arrive at a correct answer by an entirely wrong

approach. In these rare circumstances, do not award the A marks, but award C
marks on their merits. However, correct numerical answers with no working
shown gain all the marks available.
C marks are compensatory marks in general applicable to numerical questions. These can
be scored even if the point to which they refer are not written down by the
candidate, provided subsequent working gives evidence that they must
have known it. For example, if an equation carries a C mark and the candidate
does not write down the actual equation but does correct substitution or working
which shows he knew the equation, then the C mark is scored
A C marks is not awarded if a candidate makes two points which contradict each
other. Points which are wrong but irrelevant are ignored.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used
to clarify the mark scheme, but the marks do not depend on seeing the words or
units in brackets. e.g. 10 (J) means that the mark is scored for 10, regardless of
the unit given.
marks.
Spelling Be generous about spelling and use of English. If an answer can be understood
to mean what we want, give credit. However, beware of and do not allow
ambiguities, accidental or deliberate: e.g. spelling which suggests confusion
between reflection / refraction / diffraction / thermistor / transistor / transformer.
applies.
Ignore Indicates that something which is not correct or irrelevant is to be disregarded

and does not cause a right plus wrong penalty.

ecf meaning "error carried forward" is mainly applicable to numerical questions, but
may in particular circumstances be applied in non-numerical questions.
incorrect value forward to subsequent stages of working, marks indicated by ecf
may be awarded, provided the subsequent working is correct, bearing in mind the
earlier mistake. This prevents a candidate being penalised more than once for a
particular mistake, but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any
Figures exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would
otherwise gain all the marks available for that answer: maximum 1 per
question. No deduction is incurred if the unit is missing from the final answer but
is shown correctly in the working.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an
arithmetic one.
Transcription Deduct one mark if the only error in arriving at a final answer is because given or
errors previously calculated data has clearly been misread but used correctly..
Fractions (e.g. ½) Allow these only where specified in the mark scheme.
Crossed out work Work which has been crossed out and not replaced but can easily be read,
should be marked as if it had not been crossed out.
Use of NR (# key on the keyboard) Use this if the answer space for a question is completely
blank or contains no readable words, figures or symbols.

1(a) From time zero, line of constant positive gradient, not necessarily from origin B1
Horizontal line from end of sloping line B1
Line of steeper positive gradient from end of horizontal line B1
1(b) (distance =) area under graph stated C1
0.5 × 7.5 × 3.3 (= 12.375)

+ 12.5 × 3.3 (= 41.25) C2
+ 0.5 × 5 × 3.3 (= 8.25)
OR ½ (a + b)h (C1)
= 0.5 × (25 + 12.5) × 3.3 (C1)
OR (25 × 3.3) – (0.5 × 12.5 × 3.3) (C2)
62 m A1
Total: 7
2(a)(i) (momentum =) mv OR 70 × 20 C1
= 1400 kg m / s OR N s A1
2(a)(ii) same numerical answer as (a)(i) with either unit OR 1400 kg m / s B1
2(b) (a = ) change of velocity / time OR (v – u) /t OR 20 / 0.2 C1
A1
100 m / s2
2(c) (F =) ma OR 70 × 80 C1
5600 N A1
2(d) Force / impact on passenger or dummy less (than without seat belt / airbag) M1
Passenger less likely to be injured / hurt / damaged A1

Total: 9
3(a)(i) (P =) hdg OR 1.5 × 850 × 10 C1

OR
mg / area of base OR 850 × 2.4 × 1.5 × 1.5 × 10 / (2.4 × 1.5) (C1)
13 000 Pa or N/m2 A1
3(a)(ii) P = F/A OR (F =) PA OR 12 750 × 1.5 × 2.4 OR 12 750 × 3.6 C1
46 000 N A1
OR
(Force = ) weight of oil = mg = 2.4 × 1.5 × 1.5 × 850 × 10 (C1)
46 000 N (A1)
3(b) (46000 / 10 = ) 4600 kg
OR m = Vd = (2.4 × 1.5 × 1.5) × 850 = 4600 kg B1
3(c)(i) (density of brass) greater than that of oil / 850 kg / m3
OR brass denser than oil B1
3(c)(ii) (It won’t sink as average) density of wood + key less than density of oil B1
Total: 7

4(a) Gas molecules (very) far apart OR empty space between gas molecules B1
Molecules of liquid (very) close together / compact OR are touching (each other) B1
4(b)(i) Faster / more energetic water molecules evaporate / escape / leave B1
Slower / less energetic molecules remain (so temperature is lower) B1
4(b)(ii) Water in wide container AND has water with larger surface (area) B1
Rate of evaporation higher / faster / quicker
OR higher chance of evaporation B1
Total: 6
5(a) One of 1, 2 or 3:
1 Molecules move faster OR have more k.e. / momentum
2 Molecules hit walls more often / more frequently B1
3 Molecules hit walls with greater force / impulse / harder
5(b) 1 mark for each of 1, 2 and 3 in (a) not given as answer to (a) B2
5(c)(i) PV = constant OR P1V1 = P2V2 OR 98 × 4800 = P × 7200 C1
65 kPa A1
5(c)(ii) To prevent the balloon bursting (as its volume increases)
OR to reduce the pressure inside the balloon
OR pressure difference between inside and outside balloon rises B1
Total: 6

6(a) Method 1:
Long distance / distance in field measured with the tape B1
One student fires pistol at one end (of this distance) B1
Student at other end starts stop-watch on seeing smoke / light
from pistol and st / B1
ops stop-watch on hearing sound of pistol B1
speed = (measured) distance / (measured) time
Method 2:
Distance of 50 m or more from a vertical wall measured with (B1)
the tape (B1)
Student 1 fires pistol at this distance from the wall
Student 2 standing next to student 1 starts stop-watch on (B1)
hearing pistol and stops stop-watch on hearing echo (B1)
speed = 2 × (measured) distance / (measured) time
6(b)(i) v = fλ OR (λ = ) v / f OR 1500 / 200 C1
7.5 m A1
6(b)(ii) 1 (frequency) does not change B1
2 (speed) decreases B1
Total: 8

7(a)((i) Sketch of curved optic fibre with light ray undergoing at least one total internal reflection
B1
7(a)(ii) Light travels down (optic) fibres into or out of body B1
To examine internal organ / part B1

Light travels both ways into and out of body B1
OR
To destroy (cancerous) cells (B1)
by heating (B1)
OR
Endoscope / fibre bundle inserted into body (B1)
To view internal organ body part OR for keyhole surgery (B1)
7(b) Light in air: 3 × 108 m / s B1
Microwaves in vacuum: 3 × 108 m / s B1
Sound in steel: 6000 m / s B1
7(c) n = speed in air / speed in glass (or rearranged)
OR 1.5 = 3 × 108 / speed in glass (or rearranged) C1
2.0 × 108 m / s A1
Total: 9

8(a)(i) Magnetic field at Y: ‘towards the bottom of the page’ ticked B1

Force at Y: ‘to the left’ ticked B1
8(a)(ii) There is a force on X
because of the (magnetic) field caused by Y
OR due to the (magnetic) field around / of Y B1
OR the (magnetic) fields due to X and Y interacting
8(b) Change in current / field is brief / for short time / occurs as switch
closes B1
Changing magnetic field / flux links with secondary coil / other
coil / core OR field / flux lines cut coil B1
Causes induced voltage / current B1
Total: 6
9(a)(i) 12 Ω B1
9(a)(ii) 1 / R = 1 / R1 + 1 / R2 OR 1 / R = 1 / 12 + 1 / 6
OR (R = ) R1R2 / (R1 + R2) OR (12 × 6) / (12 + 6) C1
4Ω A1
9(a)(iii) 4 + 6 = 10 Ω B1
9(b)(i) (I = 12 / 10 = ) 1.2 A B1
9(b)(ii) (E =) IVt OR 1.2 × 12 × 50 OR I2Rt OR 1.22 × 10 × 50
OR V2t / R OR 122 × 50 / 10 C1
720 J A1
Total: 7

10(a)(i) Light emitting diode OR LED B1
10(a)(ii) B1
10(b) column C column E

0 0
0 1
0 0
0 1
0 0
0 1
1 1
1 1 B3
10(c) Replace the OR gate with an AND gate B1
Total: 6
11(a) 83 protons
131 neutrons B2
11(b) 0
−1β
Superscript 0 B1
Subscript –1 B1
214
84 Po B1
11(c) (After 20 min count rate is) 360 / 2 or 180 (count / s)
(After 40 min count rate is) 180 / 2 or 90 (counts / s)
(After 60 min count rate is) 90 / 2
OR new count-rate = 360/(2 × 2 × 2) or 360 / 8 or 3 half-lives C1
45 (counts / s) A1

11(d) Any two points chosen from the lists below:

(economic):
high cost of storage / shielding / guarding / need to store for a
long time
OR reduction in tourism
OR loss of farming produce / land
OR reduction of land / property values
(social): B2
fear of cancer / causes cancer / genetic mutations / radiation
sickness in people / animals
OR local objections
OR cause people to move away
(environmental):
crop mutations
OR leakage into water supplies
OR pollution of atmosphere / water supply
Total: 9

PHYSICS 0625/51
* 6 8 3 3 3 0 5 0 6 7 *
by e-mail: [email protected]
by phone: +44 1223 553554,
by fax: +44 1223 553558,
DC (NF) 107597/4
2
the apparatus.
candidates spend about 20 minutes on each of questions 1 to 3, followed by 15 minutes on
question 4.
© UCLES 2016 0625/51/CI/M/J/16
3
Question 1
(iii) 100 g mass labelled P.
(iv) 80 g mass labelled Q.
(v) Top-pan balance capable of measuring mass to a precision of at least 1 g. One balance per
set of apparatus is not essential but candidates must have easy access to a balance without
delay.
Note
1. The metre rule should approximately balance on the pivot when the 50 cm mark is over the pivot.

4
Question 2
(i) Power source of approximately 1.5 V–2 V. Where candidates are supplied with a power source
(e.g. taped).
(ii) Voltmeter capable of measuring the supply p.d. with a precision of at least 0.1 V.
(iii) Ammeter capable of measuring the current in the circuit shown in Fig. 2.1 with a precision of
at least 0.02 A.
(iv) A lamp in a suitable holder. The lamp must glow when connected as shown in Fig. 2.1, and
not blow if the sliding contact is moved to a distance 10 cm from A.
(v) Switch. The switch may be an integral part of the power supply.
(vi) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
the rule is to be labelled ‘A’, the other end is to be labelled ‘B’.
(vii) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
(viii) Sliding contact, labelled ‘C’. This may be a jockey or a small screwdriver connected to a lead
(ix) Sufficient connecting leads to set up the circuit shown in Fig. 2.1.
Notes
power
supply
A
resistance
wire
C
A B
Fig. 2.1
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5
2. If cells are to be used they must remain adequately charged throughout the examination. Spare
3. Candidates must be able easily and quickly to rearrange the circuit.

Check the power supply and lamp.

6
Question 3
(i) Converging lens, focal length approximately 15 cm, with a suitable holder. See note 2.
(ii) Illuminated object made from stiff white card with a triangular hole of height 1.5 cm (see
Figs. 3.1 and 3.2). The hole is to be covered with thin translucent paper (e.g. tracing paper).
See notes 1 and 2.
(iv) Screen. A white sheet of stiff card approximately 15 cm × 15 cm, fixed to a wooden support, is
(v) Plane mirror fixed to a wooden support so that it stands vertically, as shown in Fig. 3.4. The
height of the mirror must be at least the height above the bench of the top of the lens in its
holder. The width of the mirror must be at least the diameter of the lens.
translucent paper card card

card
lamp
1.5 cm
support
Fig. 3.1 Fig. 3.2 Fig. 3.3
mirror
support
Fig. 3.4
Notes
power, with a suitable power supply.
Question 4

© UCLES 2016 0625/51/CI/M/J/16

7
0625/51
General
The Supervisor is required to give details of any difficulties experienced by particular candidates, giving
in the scripts;
for each experiment for each session, must be enclosed with the scripts. The space below can be used
for this, or it may be on separate paper.

8
CENTRE NO. ...........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ...................................................... SIGNED ...........................................................

© UCLES 2016 0625/51/CI/M/J/16

* 8 6 9 1 0 1 6 1 8 2 *
PHYSICS 0625/51
1 hour 15 minutes
Additional Materials: As listed in the Confidential Instructions

Total
DC (NF/SW) 107596/4
2
P Q metre rule
x y
5.0 cm mark pivot 45.0 cm mark
bench
Fig. 1.1
(a) • Place load P on the metre rule at the 5.0 cm mark. Place the metre rule on the pivot at
the 45.0 cm mark. Place load Q on the rule and adjust its position so that the metre rule
is as near as possible to being balanced.
• Record, in Table 1.1, the distance x between the centre of load P and the pivot.
• Measure, and record in the table, the distance y from the centre of load Q to the pivot.
• Calculate A = Px, where P = 1.00 N. Record the value in the table. P is the weight of
load P.
• Calculate B = Qy, where Q = 0.80 N. Record the value in the table. Q is the weight of
load Q.
• Repeat the steps above, placing the load P at the 10.0 cm mark, 15.0 cm mark, 20.0 cm
mark and 25.0 cm mark. Keep the pivot at the 45.0 cm mark each time. Record all the
readings and values of A and B in the table.
Table 1.1
x / cm y / cm A / N cm B / N cm
[3]
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3
(b) Plot a graph of A / N cm (y-axis) against B / N cm (x-axis). Start both axes at the origin (0,0).
[4]
(c) Use the graph to determine the vertical intercept Y, the value of A when B = 0 N cm. Show
clearly on the graph how you obtained this value.
Y = ........................................................... [1]
Y
(d) Calculate the weight W of the metre rule using the equation W = , where z = 5.0 cm.
z
W = ........................................................... [1]
...................................................................................................................................................
.............................................................................................................................................. [1]
(f) Use the balance provided to measure the mass of the metre rule.
mass = ........................................................... [1]
[Total: 11]
4
2 In this experiment, you will investigate the resistance of a lamp filament.
Carry out the following instructions, referring to Fig. 2.1. The circuit is set up for you.
power
supply
A
resistance
d
L wire
C
A B
Fig. 2.1
(a) • Switch on. Place the sliding contact C on the resistance wire at a distance d = 0.200 m
from point A.
• Measure and record in Table 2.1 the current I in the circuit and the p.d. V across the
lamp L. Switch off.
V
• Calculate the resistance R of the lamp filament, using the equation R = .
I
• Repeat the procedure using values for d of 0.400 m, 0.600 m and 0.800 m.
• Complete the column headings in the table.
Table 2.1
d/ V/ I/ R/
0.200
0.400
0.600
0.800
[4]
© UCLES 2016 0625/51/M/J/16

5
(b) A student suggests that the resistance R of the lamp filament should be constant.
State and explain whether your results show that R is constant within the limits of experimental
accuracy.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(c) Suggest, referring to a practical observation, a reason why the resistance R may not be
constant in this experiment.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) (i) Name an electrical component that could be used, in place of the resistance wire AB
and sliding contact, to vary the current I.
...................................................................................................................................... [1]
(ii) Draw a diagram of the circuit including this component in place of the resistance wire
and sliding contact.
[2]
[Total: 11]

6
3 In this experiment, you will determine the focal length of a lens by two different methods.
Method 1
(a) Set up the apparatus as shown in Fig. 3.1.
illuminated
object u v screen
lens
Fig. 3.1
(i) • Place the lens at a distance u = 50.0 cm from the illuminated object.
• Move the screen until a sharply focused image of the object is seen on the screen.
• Measure and record the distance v from the screen to the centre of the lens.
v = ..................................................... cm [1]
uv
(ii) Calculate a value f1 for the focal length of the lens, using the equation f1 = .
(u + v)
f1 = .......................................................... [1]
(b) (i) • Place the lens at a distance u = 60.0 cm from the illuminated object. Move the screen
until a sharply focused image of the object is seen on the screen.
• Measure and record the distance v from the screen to the centre of the lens.
v = ..................................................... cm [1]
uv
(ii) Calculate a value f2 for the focal length of the lens using the equation f2 = .
(u + v)
f2 = .......................................................... [1]
© UCLES 2016 0625/51/M/J/16

7
(c) Calculate the average value fA for the focal length of the lens. Show your working.
fA = .......................................................... [1]
Method 2
(d) • Remove the screen.
• Place the lens about 25 cm from the object.
• Place the mirror close to the lens, as shown in Fig. 3.2.
mirror
illuminated 25.0 cm
object
lens
Fig. 3.2
• Move the lens slowly towards the object until a sharply focused image is obtained close
to the object, as shown in Fig. 3.3.
illuminated image
object
Fig. 3.3
• Measure the distance f3 between the lens and the object. This is the focal length of the
lens.
f3 = ........................................................... [2]

8
(e) (i) • Remove the mirror.
• Place the lens a distance x = 2f3 from the illuminated object. Record the value of x.
x = ...............................................................
• Place the screen the same distance x = 2f3 from the centre of the lens. The lens
must be between the illuminated object and the screen.
• Carefully adjust the position of the screen until a sharply focused image of the object
is seen on the screen.
• Measure the distance y between the centre of the lens and the screen.
y = ................................................................
[1]
(ii) Calculate the difference x − y.
x − y = ........................................................... [1]
(f) State two precautions that should be taken in this experiment to obtain reliable results.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
© UCLES 2016 0625/51/M/J/16

9
BLANK PAGE

10
4 A student is investigating the effect of insulation on the rate of cooling of hot water in a 250 cm3
container.
The student can choose from the following apparatus:
thermometer
250 cm3 glass beaker
250 cm3 plastic beaker
250 cm3 copper can
250 cm3 measuring cylinder
three different insulating materials
clamp, boss and stand
stopwatch.
Plan an experiment to investigate the effectiveness of the three insulating materials. You are not
required to carry out this investigation.
You should
• state the key variables that you would control,
You are not required to enter any readings in the table,
• explain how you would use your readings to reach a conclusion.
A diagram is not required but you may draw a diagram if it helps your explanation.
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2016 0625/51/M/J/16
11
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..................................................................................................................................................... [7]
[Total: 7]
© UCLES 2016 0625/51/M/J/16
12
BLANK PAGE
© UCLES 2016 0625/51/M/J/16

PHYSICS 0625/51
MARK SCHEME
Maximum Mark: 40
Published
Teachers.

Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate
wording used to clarify the mark scheme, but the marks do not depend on seeing
the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10,
regardless of the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something
very similar.
OR / or This indicates alternative answers or words, any one of which is satisfactory for
scoring the marks.
AND Both answers or words must be given for credit to be awarded.
c.a.o. This means “correct answer only”.
NOT This indicates that an incorrect answer is not to be disregarded, but cancels
another otherwise correct alternative offered by the candidate, i.e. right plus
wrong penalty applies.
e.c.f. This means "error carried forward". If a candidate has made an earlier mistake
and has carried an incorrect value forward to subsequent stages of working,
marks indicated by e.c.f. may be awarded, provided the subsequent working is
correct, bearing in mind the earlier mistake. This prevents a candidate from being
annotated e.c.f.

1(a) correct x values in table 40, 35, 30, 25, 20 1

y values in table, between 5 cm and 50 cm, decreasing 1
A and B values correct 1
1(b) Graph:
Axes correctly labelled with quantity and unit, right way round and starts at origin 1
Appropriate scales 1
Good line judgement, thin, continuous line, with neat plots 1

1(c) method clearly shown on graph 1
1(d) Y value correct to ½ small square and W correct 1
1(e) Difficulty of achieving balance or other sensible suggestion 1
1(f) m in kg × g = W within tolerance with correct m unit (g or kg) 1
Total 11

2(a) All V to at least 1 d.p. and < 4 V 1
All I to at least 2 d.p. and < 1 A 1
R values calculated correctly 1

Column headings m, V, A, Ω 1
2(b) Expect ‘No’. (ecf allowed) 1
Reference to values and idea of difference between them being too large to be explained by experimental inaccuracy 1
(ecf allowed)
2(c) filament glows / dims, or lamp hot to touch 1
increase / decrease in temperature of filament changes resistance 1

2(d)(i) Variable resistor (rheostat) OR potentiometer OR potential divider 1
2(d)(ii) Correct symbol for variable resistor 1
Correct diagram, with variable resistor / potentiometer in series with power supply 1
Total 11

3(a)(i) v = 20.0 – 22.5 1

3(a)(ii) f1 correctly calculated using candidate’s v 1
3(b)(i) v = 19.0 – 21.0 and less than value in (a) 1
3(b)(ii) f2 correct. Both values 14–16 cm 1
3(c) Correct method for average 1
3(d) f value 14–16 cm 1
Correct unit for focal length 1
3(e)(i) y value 29–31 cm 1
3(e)(ii) (x – y) no greater than 2 cm 1
3(f) Any two from:
Use of darkened room / brighter lamp
Mark position of centre of lens on holder
Place metre rule on bench (or clamp in position)
Ensure object and (centre of) lens are same height from the bench
Object and lens and screen perpendicular to bench
Move screen slowly back and forth to obtain best image (owtte)
Repeat with different u value 2
Total 11

4 Uses same container throughout 1
Hot water in container (any) and takes temperatures at intervals or at start and after a fixed time
OR Hot water in container (any) and takes time for a fixed temperature fall. 1
Repeats with different insulators (all three used) 1
Any two from:

Constant room temperature
Same starting temperatures (clearly stated)
Same volumes of hot water (clearly stated)
Same thickness / amount of insulation
Use container without insulation
Use of a lid
Insulates bottom of container 2
Uses the copper can
Table or tables: Temperatures with unit ºC OR time with unit s (or min) as appropriate to method and different insulators
shown 1
Use of readings: graph of temperature against time
OR compare results and comment that longest time to cool = best insulator or smallest drop in temperature in fixed time
= best insulator (or reverse arguments) 1
Total 7

* 9 9 4 8 3 9 4 9 3 2 *
PHYSICS 0625/61
1 hour

DC (NF/SW) 107598/3
2
1 A student is determining the weight of a metre rule using a balancing method.
P Q metre rule
x y
5.0 cm mark pivot 45.0 cm mark
bench
(a) • The student places the load P on the metre rule at the 5.0 cm mark.
• She places the metre rule on the pivot at the 45.0 cm mark.
• She places load Q on the rule and adjusts its position so that the metre rule is as near as
possible to being balanced.
• She measures the distance x between the centre of load P and the pivot and the
distance y from the centre of load Q to the pivot.
• She repeats the procedure, placing the load P at the 10.0 cm mark, at the 15.0 cm mark,
at the 20.0 cm mark and at the 25.0 cm mark. The readings are shown in Table 1.1.
Table 1.1
x/ y/ A/ B/
40.0 42.5
35.0 36.0
30.0 30.0
25.0 24.0
20.0 17.5
(i) • For each value of x, calculate A = Px, where P = 1.00 N. Record the values in the
table. P is the weight of load P.
• For each value of y, calculate B = Qy, where Q = 0.80 N. Record the values in the
table. Q is the weight of load Q.
[1]
(ii) Complete the column headings in the table. [1]
© UCLES 2016 0625/61/M/J/16

3
(b) Plot a graph of A / N cm (y-axis) against B / N cm (x-axis). Start both axes at the origin (0,0).
[4]
(c) Using the graph, determine the vertical intercept Y (the value of A when B = 0 N cm). Show
clearly on the graph how you obtained this value.
Y = ........................................................... [1]
Y
(d) Calculate the weight W of the metre rule using the equation W = , where z = 5.0 cm.
z
W = ........................................................... [1]
...................................................................................................................................................
.............................................................................................................................................. [1]

4
(f) The student uses an accurate electronic balance to obtain a second value for the weight of
the metre rule.
1.24 N
weight obtained on the balance = ................................................................
State and explain whether the two values for the weight agree within the limits of experimental
accuracy.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[1]
[Total: 10]
© UCLES 2016 0625/61/M/J/16

5
2 A student is heating water in a beaker using an electrical heater.
(a) He measures the potential difference V across the heater and the current I in the heater.
5 6
3 4 7 0.4 0.6
2 8 0.2 0.8
1 9
0 V 10 0 A 1.0
Fig. 2.1
Write down the readings shown on the meters in Fig. 2.1.
V = ................................................................
I = ................................................................
[3]
(b) He measures the temperature of the water before heating.
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
Fig. 2.2
Write down the temperature reading θ shown in Fig. 2.2.
θ = ........................................................... [1]
(c) On Fig. 2.3, draw a line and an eye to show clearly the line of sight required to read the
volume of water in the measuring cylinder.
cm3
25
20
15
10
water
5
[1]
Fig. 2.3
[Total: 5]
6
3 A student is investigating the resistance of a lamp filament.
The circuit is shown in Fig. 3.1.
power
supply
2.5 V
A
resistance
d
L wire
A C B
Fig. 3.1
(a) The student places a sliding contact C on the resistance wire at a distance d = 0.200 m from
point A. He measures the current I in the circuit and the p.d. V across the lamp L.
He repeats the procedure using values for d of 0.400 m, 0.600 m and 0.800 m. The readings
are shown in Table 3.1.
(i) Calculate the resistance R of the lamp filament for each set of readings. Use the equation
V
R= . [2]
I
(ii) Complete the column headings in the table. [1]
Table 3.1
appearance of
d/ V/ I/ R/
lamp filament
0.200 1.6 1.00 very bright
0.400 1.3 0.86 bright
0.600 1.0 0.74 dim
0.800 0.8 0.66 does not glow
© UCLES 2016 0625/61/M/J/16

7
(b) The student notices that the lamp does not glow when he takes the final set of readings. He
thinks that the filament has broken.
State whether the student is correct and give a reason for your answer.
statement ..................................................................................................................................
reason .......................................................................................................................................
...................................................................................................................................................
[1]
(c) A student suggests that the resistance R of the lamp filament should be constant.
Suggest, referring to the observations, a reason why the resistance R may not be constant in
this experiment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) (i) Name an electrical component that could be used, instead of the resistance wire AB and
sliding contact, to vary the current I.
...................................................................................................................................... [1]
(ii) Draw a diagram of the circuit including this component instead of the resistance wire and
sliding contact.
[2]
[Total: 9]

8
4 A student is investigating the effect of insulation on the rate of cooling of hot water in a 250 cm3
container.
The student can choose from the following apparatus:
thermometer
250 cm3 glass beaker
250 cm3 plastic beaker
250 cm3 copper can
250 cm3 measuring cylinder
three different insulating materials
clamp, boss and stand
stopwatch.
Plan an experiment to investigate the effectiveness of the three insulating materials.
You should
• state the key variables that you would control,
• draw a table, or tables, with column headings, to show how you would display your readings.
You are not required to enter any readings in the table,
A diagram is not required but you may draw a diagram if it helps your explanation.
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2016 0625/61/M/J/16
9
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..................................................................................................................................................... [7]
[Total: 7]
10
5 A student determines the focal length of a lens.
illuminated
object u v screen
lens
Fig. 5.1
(a) The student places the lens at a distance u from the illuminated object. He moves the screen
until a sharply focused image of the object is seen on the screen.
On Fig. 5.1,
• measure the distance u from the illuminated object to the centre of the lens,
u = ......................................................... mm
• measure the distance v from the screen to the centre of the lens.
v = ......................................................... mm
[1]
(b) Fig. 5.1 is drawn 1/10th actual size.
(i) • Calculate the actual distance U from the illuminated object to the centre of the lens.
U = ......................................................... mm
• Calculate the actual distance V from the screen to the centre of the lens.
V = ......................................................... mm
[1]
UV
(ii) Calculate a value f1 for the focal length of the lens using the equation f1 = .
(U + V )
f1 = ......................................................... mm
[2]
© UCLES 2016 0625/61/M/J/16

11
(c) A second student repeats the experiment three times using a different lens. His values for the
focal length of his lens are shown in Table 5.1.
Table 5.1
1 2 3
focal length /mm 132 141 135
Calculate the average value f2 for the focal length of this student’s lens.
f2 = .................................................... mm [1]
(d) A third student, using the same method, finds that the focal length f of her lens is 200 mm.
She reads in a book that when u = 2f, the distances u and v, as shown in Fig. 5.1, are equal.
• Calculate 2f for this student’s lens.
2f = ......................................................... mm
The student sets up the apparatus as shown in Fig. 5.2. She adjusts both x and y to be
400 mm.
illuminated
object x y screen
Fig. 5.2
She observes that the image is blurred. The student slowly increases the distance y, and
obtains a sharply focused image when y = 406 mm.
Discuss whether the student’s results confirm the statement in the book.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]

12
(e) Suggest two precautions that you would take in this investigation in order to obtain reliable
results.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 9]
© UCLES 2016 0625/61/M/J/16

PHYSICS 0625/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.

Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate
wording used to clarify the mark scheme, but the marks do not depend on seeing
the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10,
regardless of the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something
very similar.
OR / or This indicates alternative answers or words, any one of which is satisfactory for
scoring the marks.
AND Both answers or words must be given for credit to be awarded.
e.e.o.o. This means “each error or omission”.
c.a.o. This means “correct answer only”.
NOT This indicates that an incorrect answer is not to be disregarded, but cancels
another otherwise correct alternative offered by the candidate, i.e. right plus
wrong penalty applies.
e.c.f. This means “error carried forward”. If a candidate has made an earlier mistake
and has carried an incorrect value forward to subsequent stages of working,
marks indicated by e.c.f. may be awarded, provided the subsequent working is
correct, bearing in mind the earlier mistake. This prevents a candidate from being
annotated e.c.f.

1(a)(i) A and B values correct A:40.0, 35.0, 30.0, 25.0, 20.0 1

B:34.0, 28.8, 24.0, 19.2, 14.0
1(a)(ii) cm, cm, N cm, N cm 1
1(b) Graph:
Axes correctly labelled with quantity, right way round 1
Appropriate scales, starting at origin (0,0) 1
Good line judgement, thin, continuous, single line through the plots; with neat plots 1
1(c) Method shown on graph and Y correct to ½ small square. 1
1(d) W = 1.0–1.4. No ecf 1
1(e) Difficulty of achieving balance or other sensible suggestion 1
1(f) Expect agree; allow ecf. Explanation includes idea of close enough (or, ecf, too different) 1
Total 10
2(a) 8.2 1
0.44–0.45 1
Units V and A 1
2(b) 19(°C) 1
2(c) Perpendicular to scale and at bottom of meniscus 1
Total 5
3(a)(i) R values 1.60, 1.51, 1.35, 1.21 1

R values all to 2 significant figures or all to 3 significant figures. 1
3(a)(ii) Column headings m, V, A, Ω 1
3(b) No; there is a current reading 1
3(c) filament changes brightness, owtte 1
increase / decrease / change in temperature of filament / lamp 1

3(d)(i) Variable resistor (rheostat) 1
3(d)(ii) Correct symbol for variable resistor 1
Correct diagram, with variable resistor in series with power supply 1

Total 9

4 MP1 Uses same container throughout 1
MP2 Hot water in container (any) and takes temperatures at intervals or at start and after a fixed time 1
OR Hot water in container (any) and takes time for a fixed temperature fall.
MP3 Repeats with different insulators (all three used) 1
MP 4&5 Any two from:

Constant room temperature
Same starting temperatures (clearly stated)
Same volumes of hot water (clearly stated)
Same thickness/amount of insulator 2
Use container without insulation
Use of a lid
Insulates bottom of container
Uses the copper can only
MP6 Table or tables as appropriate to method: Temperatures with unit °C and time with unit s (or min) and different 1
insulators shown
MP7 Use of readings: graph of temperature against time 1
OR compare results and comment that longest time to cool = best insulator or smallest drop in temperature in fixed time
= best insulator (or reverse arguments)
Total 7

5(a) u = 50, v = 21 1
5(b)(i) U = 500, V = 210 ecf from (a) 1
5(b)(ii) f1 = 148 or 150 or 147.9 (mm) ecf from (i) 1
5(c) f2 136 (mm) c.a.o. 1
5(d) Yes / statement is correct, owtte 1
(6 mm) difference is very small / within limits of experimental error / Difference explained by uncertainty in her focal length 1
measurement
5(e) Any two from:
Use of darkened room / brighter lamp
Mark position of centre of lens on holder
Place metre rule on bench (or clamp in position)
Ensure object and (centre of) lens are same height
(from the bench)
Object and lens and screen perpendicular to bench
Move screen (slowly) back and forth to obtain best image (owtte)
Ensure rule is touching object / lens / holder / screen or look perpendicular to ruler 2
Total 9

PHYSICS 0625/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

0625/11 Cambridge IGCSE – Mark Scheme May/June 2017
PUBLISHED
1 A 1
2 B 1
3 C 1
4 A 1
5 C 1
6 C 1
7 D 1
8 A 1
9 D 1
10 C 1
11 A 1
12 D 1
13 A 1
14 A 1
15 A 1
16 D 1
17 A 1
18 D 1
19 A 1
20 D 1
21 D 1
22 D 1
23 C 1
24 A 1
25 A 1
26 D 1
27 D 1
28 C 1
© UCLES 2017 Page 2 of 3

PUBLISHED
29 A 1
30 B 1
31 D 1
32 B 1
33 C 1
34 C 1
35 A 1
36 D 1
37 B 1
38 A 1
39 D 1
40 A 1

PHYSICS 0625/21
45 minutes
Soft clean eraser
*8388841185*

IB17 06_0625_21_VI_LIL/FP
2
1 What is the most accurate and precise method to measure the thickness of a coin?
A Use a micrometer screw gauge.

B Use a ruler and look at the scale perpendicularly.
C Use a top pan balance.
D Use the displacement method with water in a measuring cylinder.
2 On Earth, a ball is dropped and falls 2.0 m in a vacuum.
The acceleration of the ball at 1.0 m is 10 m / s2.
0m ball
0.5 m
1.0 m
1.5 m
2.0 m
What is the acceleration of the ball at 0.5 m?
A 5.0 m / s2 B 10 m / s2 C 15 m / s2 D 20 m / s2
3 A skydiver reaches terminal velocity. Then he opens his parachute.
What happens to the skydiver as the parachute opens?
A There is a decrease in weight.

B There is acceleration upwards.
C There is an increase in speed.
D There is movement upwards.
© UCLES 2017 0625/21/M/J/17

3
4 A piece of steel is taken from the Earth to the Moon for an experiment. The gravitational field
strength on the Moon is smaller than on the Earth.
Which statement about the piece of steel is correct?
A It has less mass on the Moon than on the Earth.

B It has more mass on the Moon than on the Earth.
C It weighs less on the Moon than on the Earth.
D It weighs more on the Moon than on the Earth.
5 A measuring cylinder containing only water is placed on an electronic balance. A small, irregularly
shaped stone is now completely immersed in the water.
The diagrams show the equipment before and after the stone is immersed.
measuring cm3 cm3

cylinder 100 100
90 90
80 80
70 70
60 60
50 50
40 40 stone
water 30 30
20 20
10 10
balance
g g
before the stone after the stone

is immersed is immersed
What is the density of the material of the stone?

4
6 A boat is travelling at a steady speed in a straight line across the surface of a lake.
Which statement about the boat is correct?
A The resultant force on the boat is in the direction of motion.

B The resultant force on the boat is in the opposite direction to its motion.
C The resultant force on the boat is vertically downwards.
D The resultant force on the boat is zero.
7 A ball of weight 1.2 N drops through the air at terminal velocity.
A sudden gust of wind exerts a horizontal force of 0.5 N on the ball from the left.
Which diagram shows the resultant force on the ball while the wind is blowing?
A B
ball 0.5 N ball 0.5 N
1.2 N resultant 1.2 N

force resultant
force
C D
1.2 N
1.2 N resultant
force
ball 0.5 N
resultant ball 0.5 N

force
1.2 N
© UCLES 2017 0625/21/M/J/17

5
8 The diagram shows a uniform bridge, 4.0 m long and weighing 10 000 N.
The bridge is pivoted at one end. A force at the other end gradually increases until the bridge
begins to lift.
lifting
bridge force
pivot
4.0 m
What is the lifting force as the bridge starts to move upwards?
A 2500 N B 5000 N C 10 000 N D 20 000 N
9 A bullet of mass 0.10 kg travels horizontally at a speed of 600 m / s. It strikes a stationary wooden
block of mass 1.90 kg resting on a frictionless, horizontal surface.
The bullet stays in the block.
What is the speed of the bullet and the block immediately after the impact?
A 30 m / s B 32 m / s C 60 m / s D 134 m / s

6
10 A box of mass m slides down a slope of length l and vertical height d against a frictional force F.
mass m
stop
As the box slides down the slope, it loses gravitational potential energy and it does work against
the friction.
Which row gives the loss in gravitational potential energy and the work done against friction?
loss in gravitational work done

potential energy against friction
A mgd Fl
B mgd Fd
C mgl Fl
D mgl Fd
11 The diagram represents the energy transfers for a device.
useful
input output energy
energy
wasted
output energy
The device is 50% efficient.
Which equation is correct?
A input energy = useful output energy ÷ 2
B useful output energy = wasted output energy ÷ 2

C wasted output energy = useful output energy
D wasted output energy = useful output energy ÷ 2
© UCLES 2017 0625/21/M/J/17

7
12 A student carries out some simple exercises.
In which exercise is the most work done?
A B
lifting
pushing through
through 1 m
1 m against a
frictional force of 4 N
1 kg 1 kg
C D
lifting
pulling through
through 2 m
2 m against a
frictional force of 2 N
2 kg 2 kg
13 Four different liquids are poured into four containers.
The diagrams show the depth and the density of liquid in each container.
In which container is the pressure on its base the greatest?
A B C D
40 cm
30 cm
20 cm
10 cm
liquid density liquid density liquid density liquid density

= 3.1 g / cm3 = 1.2 g / cm3 = 1.3 g / cm3 = 0.8 g / cm3

8
14 Brownian motion is observed when using a microscope to look at smoke particles in air.
What causes the smoke particles to move at random?
A Smoke particles are hit by air molecules.

B Smoke particles are moved by convection currents in the air.
C Smoke particles have different weights and fall at different speeds.
D Smoke particles hit the walls of the container.
15 Gas molecules striking a container wall cause a pressure to be exerted on the wall.
Which statement explains this?
A When a molecule rebounds there must be a change in its energy.

B When a molecule rebounds there must be a change in its momentum.
C When a molecule rebounds there must be a change in its speed.
D When a molecule rebounds there must be a change in its temperature.
© UCLES 2017 0625/21/M/J/17

9
16 Equal masses of two different liquids are put into identical beakers.
Liquid 1 is heated for 100 s and liquid 2 is heated for 200 s by heaters of the same power.
Each liquid has the same rise in temperature.
different liquids
of same mass
liquid 1 liquid 2
heating time = 100 s heating time = 200 s
A Each beaker of liquid has the same thermal capacity.

B Each beaker of liquid receives the same energy.
C Liquid 1 receives more energy than liquid 2.
D The thermal capacity of liquid 1 is less than the thermal capacity of liquid 2.
17 Water of mass 100 g at a temperature of 100 °C is converted into steam at 100 °C. The specific
latent heat of vaporisation of water is 2300 J / g.
How much thermal energy is absorbed by the water?
A 23 J B 230 J C 230 000 J D 23 000 000 J

10
18 A copper bar and a wooden bar are joined. A piece of paper is wrapped tightly around the join.
The bar is heated strongly at the centre for a short time, and the paper goes brown on one side
only.
wood paper copper
heat
Which side goes brown, and what does this show about wood and copper?
brown side wood copper
A copper conductor insulator

B copper insulator conductor
C wood conductor insulator
D wood insulator conductor
© UCLES 2017 0625/21/M/J/17

11
19 Different waves hit barriers with different sized gaps.
The waves will diffract.
In which diagram does the greatest spreading occur?
A B
barrier barrier
gap 2.0 cm gap 2.0 cm
wavelength
wavelength 2.0 cm
1.0 cm
C D
barrier barrier
gap 3.0 cm gap 3.0 cm
wavelength
wavelength 2.0 cm
1.0 cm
20 A converging lens is used as a magnifying glass to view an object.
A The image is inverted.

B The image is nearer the lens than the object.
C The image is the same size.
D The image is virtual.

12
21 Which diagram shows what happens when a ray of white light passes through a prism?
A B
spectrum
white white
light light
spectrum
C D
spectrum
white white
light light spectrum
22 Light travels in a vacuum and then enters a glass block. The speed of the light in the glass block
is 2.0 × 108 m / s.
Which statement about the speed of light is correct?
A The speed in a vacuum is 1.5 times the speed in the glass.

B The speed in the glass is the same as the speed in a vacuum.
C The speed in the glass is 1.5 times the speed in a vacuum.
D The speed in the glass is 1.0 × 108 times the speed in a vacuum.
23 A fire alarm is not loud enough and the pitch is too low. An engineer adjusts the alarm so that it
produces a louder note of a higher pitch.
What effect does this have on the amplitude and on the frequency of the sound?
amplitude frequency
A larger greater
B larger smaller
C smaller greater
D smaller smaller
© UCLES 2017 0625/21/M/J/17

13
24 In a child’s toy, metal fish are lifted out of a toy pond using a metal rod. The fish are magnetically
attracted to the end of the rod. There is no magnetic force between the fish themselves.
metal rod
toy pond
metal fish
What are possible materials from which the fish and the rod are made?
fish rod
A aluminium soft iron

B aluminium steel
C soft iron soft iron
D soft iron steel
25 What is the most effective method of demagnetising a bar magnet?
A placing the magnet in a solenoid carrying a large alternating current and gradually
decreasing the current
B placing the magnet in a solenoid carrying a large direct current and gradually decreasing the
current
C placing the magnet in a solenoid that produces a magnetic field in the opposite direction to
the magnet
D placing the magnet next to an identical bar magnet with its poles in the opposite direction
26 A magnet near a coil of wire is attracted to the coil only when there is a current in the coil.
Which statement explains this force of attraction?
A The coil of wire has its own gravitational field.

B The coil of wire is made from soft iron.
C The current in the coil of wire creates a magnetic field.
D The current in the coil of wire induces a charge on the magnet.

14
27 A student rubs a plastic rod with a cloth.
The rod becomes positively charged.
What has happened to the rod?
A It has gained electrons.

B It has gained protons.
C It has lost electrons.
D It has lost protons.
28 Which quantity is measured in coulombs?
A charge
B current
C electromotive force
D power
29 A cylinder of conducting putty has length l, diameter d and resistance R. The putty is now
moulded into a cylinder of diameter 2d that has the same volume.
R d
By which factor does the resistance of the putty cylinder decrease?
A 2 B 4 C 8 D 16
30 The average current during a lightning strike between a cloud and the ground is 1.5 × 104 A.
The lightning releases 3.0 × 108 J of energy and lasts for 2.0 × 10–4 s.
What is the average electromotive force (e.m.f.) between the cloud and the ground?
A 4.0 V B 100 V C 1.0 × 108 V D 9.0 × 108 V
© UCLES 2017 0625/21/M/J/17

15
31 A student connects a variable potential divider (potentiometer) circuit.
R
T V
12 V
What happens to the reading on the voltmeter as the sliding terminal T is moved from R to S?
A It decreases from 12 V to 0 V.
B It increases from 0 V to 12 V.
C It remains at 0 V.
D It remains at 12 V.
32 The circuit diagram shows a circuit with an a.c. supply, a diode and a resistor.
Which diagram shows how the current I in the resistor varies with time t ?
A B
I I
0 0
0 t 0 t
C D
I I
0 0
0 t 0 t

16
33 A light-dependent resistor (LDR) and a resistor R are connected in a series circuit. Light falls on
the LDR.
The brightness of the light falling on the LDR decreases.
What happens to the resistance of the LDR and what happens to the reading on the ammeter?
resistance reading on
of LDR ammeter
34 The diagram shows a logic gate.
P
R
Q
Which input combinations at P and Q gives an output of 0 at R?
P Q
A 0 0
B 0 1
C 1 0
D 1 1
© UCLES 2017 0625/21/M/J/17

17
35 A simple d.c. electric motor is fitted with a coil that rotates in a magnetic field. A commutator
connects the power supply to the coil.
What is the purpose of the commutator?
A It converts a.c. into d.c. in the coil.

B It prevents the current from becoming too great, because the coil has a low resistance.
C It reverses the direction of the current in the coil after every 180° rotation of the coil.
D It switches the current off momentarily after every 90° rotation of the coil.
36 What is the purpose of a relay?
A to change a large voltage into a small voltage

B to change a small voltage into a large voltage
C to use a large current to switch on a small current
D to use a small current to switch on a large current
37 Which row gives the relative charge of an electron, a neutron and a proton?
electron neutron proton
A –1 0 –1
B –1 0 +1
C +1 –1 0
D +1 0 +1
38 A nuclide of element X undergoes β-decay.
A The nucleon number increases by 1.

B The nucleon number stays the same.
C The product is another nuclide of an isotope of X.
D The proton number decreases by 1.

18
39 A sample of radioactive isotope is decaying.
The nuclei of which atoms will decay first?
A It is impossible to know because radioactive decay is random.

B It is impossible to know unless the age of the material is known.
C The atoms near the centre will decay first because they are surrounded by more atoms.
D The atoms near the surface will decay first because the radiation can escape more easily.
40 A detector of ionising radiation gives a background reading of 20 counts / minute.
A radioactive isotope with a half-life of 2.0 days is brought near to the detector. The reading on
the detector increases to 100 counts / minute.
How long does it take for the reading on the detector to decrease to 40 counts / minute?
A 2.0 days B 4.0 days C 5.0 days D 10 days
© UCLES 2017 0625/21/M/J/17

19
BLANK PAGE
© UCLES 2017 0625/21/M/J/17

20
BLANK PAGE
© UCLES 2017 0625/21/M/J/17

PHYSICS 0625/21
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
components.

PUBLISHED
1 A 1
2 B 1
3 B 1
4 C 1
5 C 1
6 D 1
7 C 1
8 B 1
9 A 1
10 A 1
11 C 1
12 C 1
13 C 1
14 A 1
15 B 1
16 D 1
17 C 1
18 D 1
19 B 1
20 D 1
21 D 1
22 A 1
23 A 1
24 D 1
25 A 1
26 C 1
27 C 1
28 A 1

PUBLISHED
29 D 1
30 C 1
31 B 1
32 B 1
33 C 1
34 D 1
35 C 1
36 D 1
37 B 1
38 B 1
39 A 1
40 B 1

* 4 3 1 9 8 0 9 7 6 7 *
PHYSICS 0625/31
Paper 3 Theory (Core) May/June 2017
1 hour 15 minutes

DC (NF/JG) 148052/5 R
2
1 A pipe drips water into an empty glass jar. A student takes measurements to find how fast the
water is rising up the jar. Fig. 1.1 shows the arrangement.
pipe
water drip
glass jar
water
Fig. 1.1
(a) The student measures the depth of the water every minute.
State the two pieces of equipment that she uses.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
© UCLES 2017 0625/31/M/J/17

3
(b) The student records her observations in a table. She then plots a graph using the axes shown
in Fig. 1.2.
0
0
Fig. 1.2
(i) On Fig. 1.2, label both axes with title and unit. [2]
(ii) The water rises up the jar at a constant rate.
Draw a line on Fig. 1.2 to show the student’s graph. Start the line from the time when the
jar is empty. [2]
(c) A puddle of water forms on the ground. The average depth of the water is 2.5 mm.
Determine the average depth of the water in m.
depth = ..................................................... m [2]
[Total: 8]

4
2 Three racing cars, A, B and C, all accelerate steadily and then continue at a constant speed.
Fig. 2.1 gives information about the movement of car A and car B at the start of the race.
40
speed
m/s A
30
B
20
10
0
0 10 20 30 40
time / s
Fig. 2.1
(a) State the maximum speed of car A.
.............................................................................................................................................. [1]
(b) Calculate the distance travelled by car B when accelerating.
distance = ..................................................... m [3]
(c) Car C has a greater acceleration than car A, but it reaches a lower constant speed than car B.
On Fig. 2.1, draw a line to show the movement of car C. [2]
[Total: 6]
© UCLES 2017 0625/31/M/J/17

5
3 Fig. 3.1 shows a tyre hanging from the branch of a tree.
branch
2.5 m
P rope
tyre
Fig. 3.1
(a) The mass of the tyre is 15 kg.
Calculate its weight.
weight of tyre = ...................................................... N [2]
(b) The weight of the tyre exerts a moment on the branch, about point P where the branch joins
the tree.
(i) Explain what is meant by the term moment.
...................................................................................................................................... [1]
(ii) A child sits on the tyre. The weight of the child and tyre together is 425 N. Calculate the
moment of this force about point P. Use information given in Fig. 3.1. Include the unit.
moment = .......................................................... [4]
(iii) A heavier child wants to sit on the tyre. Describe how the tyre position should be adjusted
so that the moment is the same as in (b)(ii).
...................................................................................................................................... [1]
[Total: 8]

6
4 Fig. 4.1 shows a hydroelectric power system located in the mountains.
reservoir B
reservoir A reservoir C
pipeline
pumping pipeline
station hydroelectric
city station
Fig. 4.1
(a) The reservoirs store energy.
State the terms used to describe the energy stored in the reservoirs.
.............................................................................................................................................. [1]
(b) Describe how the energy stored in reservoir C becomes useful energy for the city at the
hydroelectric station.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(c) Some of the stored energy is wasted. Explain what happens to this energy.
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) Water from reservoirs A and B may flow into reservoir C. It is more efficient to fill reservoir C
using water from reservoir B only.
Suggest a reason for this.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 7]
© UCLES 2017 0625/31/M/J/17
7
5 A laboratory floor has a surface that prevents people from slipping when the floor is wet.
(a) Name the force that prevents a person from slipping.
.............................................................................................................................................. [1]
(b) A stool has a round non-slip pad fitted to the bottom of each leg.
(i) The stool has four legs. The area of each pad is 3 cm2. The weight of the stool is 75 N.
A student sits on the stool. The weight of the student is 525 N.
Calculate the pressure acting on the floor due to the student and the stool.
pressure = .............................................. N / cm2 [5]
(ii) The legs of the stool are made of hollow metal tubes. Fig. 5.1 shows the bottom of a
stool leg with and without a pad.
metal tube
with pad without a pad
Fig. 5.1
Explain why a stool leg without a pad does more damage to the floor.
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 8]

8
6 Fig. 6.1 shows workers pouring liquid metal.
Fig. 6.1
(a) The metal changes from hot liquid to cool solid.
Describe what happens to the arrangement, separation and motion of the atoms as the metal
changes from hot liquid to cool solid.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) The workers cool their tools in water. They spill some water onto the floor but later the floor is
dry.
Explain what happens to the water. State the name of the process.
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
process .....................................................................................................................................
[3]
[Total: 6]
© UCLES 2017 0625/31/M/J/17

9
7 This question is about the electromagnetic spectrum.
(a) Fig. 7.1 shows labels for parts of the electromagnetic spectrum, in order.
radio microwaves infra-red visible light gamma

waves radiation .................................. .................................. rays
Fig. 7.1
Complete Fig. 7.1 by adding the two missing labels. [2]
(b) State a use of infra-red radiation.
.............................................................................................................................................. [1]
(c) Describe the harmful effect of microwaves on people.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 4]

10
8 Iodine-131 is a radioactive isotope of iodine. Iodine-131 decays by the emission of a β-particle

and a γ-ray.
(a) A nucleus of iodine-131 can be represented as
I
131
53
Determine the number of neutrons in a nucleus of iodine-131.
number of neutrons .......................................................... [1]
(b) β-particles and γ-rays are ionising radiations.
Explain the meaning of ionising radiations.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) Fig. 8.1 shows a decay curve for iodine-131.
32 000
count rate
counts / minute 28 000
24 000
20 000
16 000
12 000
8000
4000
0
0 4 8 12 16 20 24 28 32 36 40
time / days
Fig. 8.1
Use information from Fig. 8.1 to determine the half-life of iodine-131. Show clearly how you
used the graph.
half-life = ................................................ days [3]

© UCLES 2017 0625/31/M/J/17
11
(d) A different radioactive substance has a half-life of 120 hours.
Calculate the time for it to decay to 25% of its original amount.
time = ............................................... hours [2]
[Total: 7]

12
9 Fig. 9.1 shows the position of a man working in a rock quarry. A single explosion is used to break
part of one rock face.
front explosion back

rock rock
face face
man
170 m
430 m
Fig. 9.1
(a) Explain why the man sees the flash of the explosion before he hears the bang.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) The man hears a second bang shortly after the first bang.
(i) State the name given to this second bang.
...................................................................................................................................... [1]
(ii) State how the second bang compares with the first bang in terms of its amplitude and
speed.
amplitude ...........................................................................................................................
speed ................................................................................................................................
[2]
(c) The man stands 170 m from the back rock face. The time between hearing the first bang and
hearing the second bang is 1.0 s.
Use the information in Fig. 9.1 to determine the speed of sound in the quarry.
speed of sound = .................................................. m / s [3]
[Total: 7]
© UCLES 2017 0625/31/M/J/17

13
10 Fig. 10.1 shows a demonstration with magnets.
strong magnet
small magnet
string
bench
Fig. 10. 1
The strong magnet has a pole on its top surface and a pole on its bottom surface. The strong
magnet is placed above a small magnet that is connected to a bench by a string.
(a) (i) Explain why the small magnet is in the position shown in Fig. 10.1.
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) The strong magnet is turned so that the opposite surface is now facing the small magnet.
State and explain what happens, if anything.
...................................................................................................................................... [1]
(b) (i) Describe a method for magnetising an iron pin using a permanent magnet.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Explain how you would identify the poles of the magnet made in (b)(i).
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]

14
11 Fig. 11.1 shows a power supply in series with a resistance wire and a switch.
power supply
thin resistance wire
Fig. 11.1
(a) When the switch is closed, energy is transferred from the power supply. Explain what happens
to this energy.
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) A student wants to determine the resistance of the wire. He adds components to the circuit
shown in Fig. 11.1.
(i) He measures the current in the circuit. State the name of the component that he uses.
...................................................................................................................................... [1]
(ii) The student measures the potential difference (p.d.) across the resistance wire.
On Fig. 11.1, draw the correct symbol for the component he uses and show how he
connects it. [2]
(iii) Fig. 11.2 shows the symbol for another component that the student adds to the circuit.
Fig. 11.2
State the name and function of this component.
name .................................................................................................................................
function ..............................................................................................................................
...........................................................................................................................................
[2]
[Total: 7]
© UCLES 2017 0625/31/M/J/17

15
12 A student demonstrates electromagnetic induction.
(a) Describe how to demonstrate electromagnetic induction using a magnet, a coil of wire and a
sensitive ammeter. You may include a diagram.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) State two factors that affect the size of an induced electromotive force (e.m.f.)
1. ...............................................................................................................................................
2. .......................................................................................................................................... [2]
[Total: 5]
© UCLES 2017 0625/31/M/J/17

16
BLANK PAGE
© UCLES 2017 0625/31/M/J/17

PHYSICS 0625/31
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED
1(a) rule(r) B1
(stop) watch/clock B1
1(b)(i) x–axis labelled time/t with minutes B1
y-axis clearly labelled depth/distance/height with mm/cm/m B1
1(b)(ii) line drawn from the origin B1
single straight diagonal line B1
1(c) 1000 mm = 1 m OR 2.5 ÷ 1000 C1
0.0025 (m) OR 2.5 × 10–3 A1
Total: 8

PUBLISHED
2(a) 35 m / s B1
2(b) area under line/graph C1
0.5 × 15 × 25 C1
187.5 (m) A1
2(c) single straight line with steeper gradient than car A B1
horizontal line below 25 m / s B1
Total: 6

PUBLISHED
3(a) W = m × g OR 15 × 10 C1
150 (N) A1
3(b)(i) turning effect (of a force) B1
3(b)(ii) moment = force × distance C1
425 × 2.5 C1
1062.5 OR 1063 A1
Nm B1
3(b)(iii) (move rope/tyre) closer to trunk owtte B1
Total: 8

PUBLISHED
4(a) (gravitational) potential (energy)/(G)PE B1
4(b) any 3 from: B3

water flows down OR water flows at constant speed
water drives turbine OR turbine rotates owtte
turbine turns generator (at constant speed)
electricity generated/produced owtte
4(c) transferred to thermal OR sound B1
dissipated to the surroundings owtte B1
4(d) shorter (travelling) distance/water in B higher than A/water from A has to be pumped (up to C) owtte B1
Total: 7

PUBLISHED
5(a) friction B1
5(b)(i) total area = 3 × 4 = 12 (cm2) C1
total weight = 525 + 75 N = 600(N) C1
P = F ÷ A in any form C1
600 ÷ 12 C1
50 (N / cm2) A1
5(b)(ii) less (surface) area (in contact with the ground) owtte B1
more pressure (results in more damage to the surface) B1
Total: 8

PUBLISHED
6(a) more regular/uniform arrangement/fixed position owtte B1
separation between atoms decreases/move closer/tightly packed B1
slower moving atoms/atoms vibrate (more slowly) B1
6(b) (water) molecules gain energy (from surroundings) B1
molecules escape from a liquid (surface) B1
evaporation B1
Total: 6
7(a) ultra violet/UV B1
X-rays B1
7(b) remote controller/burglar detection systems/grills/incubators/cable TV systems/thermal imaging/optical fibre B1

communication
7(c) heats cells/tissue (inside the body) B1
Total: 4

PUBLISHED
8(a) 78 B1
8(b) (radiations that ) remove electrons OR break molecules B1
8(c) pair of count-rate values used C1
clear indication of use of graph, expect two vertical lines or two clear indications on axes using their values C1
8 days (± 1 day) A1
8(d) 2 half-lives C1
240 hours A1
Total: 7

PUBLISHED
9(a) light travels faster than sound or converse argument B1
9(b)(i) echo B1
9(b)(ii) amplitude – smaller B1
speed – the same B1
9(c) speed = distance ÷ time C1
170 + 170 OR 340 ÷ 1 C1
340 (m / s) A1
Total: 7

PUBLISHED
10(a)(i) attraction/strong magnet pulling small magnet B1
the two magnets have opposite poles facing each other B1
10(a)(ii) drops/falls due to repulsion owtte B1
10(b)(i) magnet stroked along pin/stroked in same direction by magnet/pin stroked using same pole of magnet B1
procedure repeated/several times B1
10(b)(ii) use a known magnet B1
opposite poles attract OR like poles repel B1
Total: 7
11(a) thermal B1
lost to surroundings/air owtte B1
11(b)(i) ammeter B1
11(b)(ii) correct symbol for voltmeter B1
connected in parallel with the resistance wire B1
11(b)(iii) variable resistor B1
varies/changes current/resistance/voltage (in resistance wire) B1
Total: 7

PUBLISHED
12(a) coil of wire connected in series with (sensitive) ammeter B1
magnet moves relative to coil B1
meter indicates/measures (induced) current B1
12(b) Any two from: B2
speed of movement owtte
strength of magnet
number of coils/turns per metre
Total: 5

* 8 0 5 8 1 5 8 7 1 3 *
PHYSICS 0625/41
Paper 4 Theory (Extended) May/June 2017
1 hour 15 minutes

Take the weight of 1 kg to be 10 N (acceleration of free fall = 10 m / s2).
DC (ST/JG) 129077/7
2
1 Fig. 1.1 is the speed-time graph for an ice skater.
12
speed
m/s
10
0
0.0 2.0 4.0 6.0 8.0 10.0 12.0
time t / s
Fig. 1.1
(a) Explain what is meant by deceleration.
...............................................................................................................................................[1]
(b) Use Fig. 1.1 to determine
(i) the distance travelled between times t = 3.0 s and t = 6.0 s,
distance = ...........................................................[2]
© UCLES 2017 0625/41/M/J/17

3
(ii) the deceleration between times t = 3.0 s and t = 6.0 s.
deceleration = ...........................................................[2]
(c) (i) State what happens to the size of the deceleration after time t = 6.0 s.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State what happens to the resultant force on the skater after time t = 6.0 s.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 7]

4
2 A footballer kicks a ball vertically upwards. Initially, the ball is stationary.
(a) His boot is in contact with the ball for 0.050 s. The average resultant force on the ball during
this time is 180 N. The ball leaves his foot at 20 m / s.
Calculate
(i) the impulse of the force acting on the ball,
impulse = ...........................................................[2]
(ii) the mass of the ball,
mass = ...........................................................[2]
(iii) the height to which the ball rises. Ignore air resistance.
height = ...........................................................[3]
(b) While the boot is in contact with the ball, the ball is no longer spherical.
State the word used to describe the energy stored in the ball.
...............................................................................................................................................[1]
[Total: 8]
© UCLES 2017 0625/41/M/J/17

5
3 Fig. 3.1 shows remote sensing equipment on the surface of a distant planet.
Fig. 3.1
(a) The mass of the equipment is 350 kg. The acceleration of free fall on the surface of this planet
is 7.5 m / s2.
(i) State what is meant by the term weight.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Calculate the weight of the equipment on the planet.
weight = ...........................................................[2]
(b) The equipment releases a balloon from a point that is a small distance above the surface
of the planet. The atmosphere at the surface of this planet has a density of 0.35 kg / m3. The
inflated balloon has a mass of 80 g and a volume of 0.30 m3.
Make an appropriate calculation and then predict and explain the direction of any motion of
the balloon. Show your working.
prediction ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[4]
[Total: 7]

6
4 (a) A 240 V, 60 W lamp is connected to a 240 V supply. The lamp has a constant temperature.
State
(i) the rate at which the lamp transfers energy to the surroundings,
rate = ...........................................................[1]
(ii) the names of the thermal processes by which the lamp transfers energy to the
surroundings.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Fig. 4.1 shows a thick copper block that has been heated to 400 °C. One side of the block is
dull black. The other side of the block is polished and shiny.
thermometer A thermometer B
copper block
dull black surface polished shiny surface
Fig. 4.1
(i) In Experiment 1, the thermometer bulbs are both painted black. They are placed at equal
distances from the surfaces of the block. The maximum temperature shown by each
thermometer is recorded.
Explain any difference between the maximum temperature shown by the two
thermometers.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2017 0625/41/M/J/17

7
(ii) In Experiment 2, the thermometer bulbs are both shiny silver-coloured. They are placed
at the same distances from the surfaces of the block as in Experiment 1.
State and explain any differences that are observed in the maximum temperatures
shown by the thermometers in Experiments 1 and 2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Fig. 4.2 shows a firefighter wearing shiny silver-coloured clothing.
Fig. 4.2
State the benefit to a firefighter of wearing shiny silver-coloured clothing.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]

8
5 Fig. 5.1 shows some gas trapped in a metal cylinder by a piston.
metal cylinder
piston
gas
Fig. 5.1
(a) The position of the piston is fixed. The cylinder is moved from a cold room to a warm room.
Explain, in terms of molecules, what happens to the pressure of the gas in the cylinder.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) The piston is now released. It moves to the right and finally stops.
Explain these observations in terms of the pressure and the volume of the gas in the cylinder.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]
© UCLES 2017 0625/41/M/J/17

9
6 (a) A ray of light in glass is incident on a boundary with air.
State what happens to the ray when the angle of incidence of the ray is
(i) less than the critical angle of the glass,
.......................................................................................................................................[1]
(ii) greater than the critical angle of the glass.
.......................................................................................................................................[1]
(b) Fig. 6.1 shows a ray of light incident on a glass block at A. The critical angle of the glass
is 41°.
air
B
30°
ray of light
glass block
(i) On Fig. 6.1, without calculation, continue the ray from point B until it leaves the glass
block. [2]
(ii) Calculate the refractive index of the glass.
refractive index = ...........................................................[2]
[Total: 6]

10
7 A loudspeaker produces a sound wave of constant frequency.
(a) State what is meant by frequency.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The sound wave travels in air towards a barrier with a small gap at its centre. Fig. 7.1
represents the compressions of the wave travelling towards the barrier.
gap barrier
direction
of travel
compression barrier
Fig. 7.1
(i) State what is meant by a compression.
.......................................................................................................................................[1]
(ii) The width of the gap is smaller than the wavelength λ of the wave.
On Fig. 7.1, draw the pattern of the compressions after the sound wave has passed
through the gap. [2]
(iii) The barrier is adjusted so that the gap becomes wider.
Describe how this affects the pattern of the compressions after the sound wave has
passed through the gap.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 0625/41/M/J/17

11
(c) The frequency of the sound wave is 6800 Hz. The speed of sound in air is 340 m / s.
(i) Calculate the wavelength of the sound wave in air.
wavelength = ...........................................................[2]
(ii) State a typical value for the speed of sound in a liquid.
.......................................................................................................................................[1]
[Total: 8]

12
8 A bar magnet is made of metal.
(a) Suggest a metal from which the bar magnet is made.
...............................................................................................................................................[1]
(b) Fig. 8.1 shows the bar magnet being inserted into a coil of wire. The N-pole and the S-pole of
the bar magnet are marked.
movement coil
of magnet
S N
Fig. 8.1
The coil is connected to a galvanometer.
(i) Explain why the galvanometer deflects as the bar magnet is being inserted into the coil.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain what determines the direction of the reading on the galvanometer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Describe a method for demagnetising a bar magnet.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
© UCLES 2017 0625/41/M/J/17

13
9 (a) The resistance of a circuit component varies with the brightness of the light falling on its
surface.
(i) State the name of the component.
.......................................................................................................................................[1]
(ii) Draw the circuit symbol for this component.
[1]
(b) Fig. 9.1 shows a 6.0 V battery connected in series with a 1.2 kΩ resistor and a thermistor.
1.2 kΩ
6.0 V
Fig. 9.1
(i) At a certain temperature, the resistance of the thermistor is 2.4 kΩ.
Calculate the reading on the voltmeter.
voltmeter reading = ...........................................................[4]
(ii) The battery connected to the circuit in Fig. 9.1 is not changed.
Suggest a change that would cause the reading of the voltmeter to decrease.
.......................................................................................................................................[1]
[Total: 7]
14
10 (a) Describe the movement of charge that causes an object to become positively charged.
...............................................................................................................................................[1]
(b) Fig. 10.1 shows a negatively charged rod held over an uncharged metal sphere.
negatively
charged rod
– – – – – – – – –
uncharged metal sphere
insulating support
Fig. 10.1
(i) On Fig. 10.1, add + and – signs to represent the results of the movement of charge
within the sphere. [2]
(ii) Describe the actions that must be taken to obtain an even distribution of positive charge
on the surface of the sphere.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 5]
© UCLES 2017 0625/41/M/J/17

15
11 (a) A radioactive source is tested over a number of hours with a radiation detector. The readings
are shown in Table 11.1.
Table 11.1
time / hours 0 1 2 3 4 5 6 7 8 9 10
detector reading / (counts / s) 324 96 39 23 21 17 21 20 19 20 18
Use the readings to suggest a value for the background count rate during the test, and to
determine the half-life of the sample.
background count rate = ...............................................................
half-life of sample = ...............................................................

[4]
(b) Hydrogen-3 (tritium) has one proton and two neutrons. The nucleon number of tritium is three.
It decays by emitting a β-particle.
Complete the nuclide equation to show this decay. The symbol X represents the nuclide
produced by this decay.
........... ........... ...........

........... H ........... β + ........... X
[3]

16
(c) The arrows in Fig. 11.1 show the paths of three α-particles moving towards gold nuclei in a
thin foil.
gold nucleus
gold nucleus
gold nucleus
Fig. 11.1
On Fig. 11.1, complete the paths of the three α-particles. [3]
[Total: 10]
© UCLES 2017 0625/41/M/J/17

PHYSICS 0625/41
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED
1(a) decrease of velocity / speed B1

OR slows / slowing down
1(b)(i) Area under graph OR ½ (u +v)t C1

OR ½ × (11 + 5) × 3 OR ½(6 × 3) OR (3 × 5)
24 m A1
1(b)(ii) (a =) ∆v / ∆t OR (v – u) / t OR (5 – 11) / (6 – 3) C1
2.0 m / s2 A1
1(c)(i) (deceleration) decreases B1
1(c)(ii) (Resultant force) decreases B1
Total: 7

PUBLISHED
2(a)(i) Ft OR 180 × 0.050 C1
9.0 Ns OR 9.0 kg m / s A1
2(a)(ii) Ft = m(v – u) OR Ft = mv – mu OR Ft = mv C1
OR (m =) Ft / v OR 9.0 / 20
0.45 kg A1
2(a)(iii) mgh = ½ mv2 OR (h =) v2/ 2 g C1
(h =) 202 / (2 × 10) C1
20 m A1
OR (C1)
t = v / g = 2
h = average speed × time (C1)
20 m (A1)
2(b) Elastic (energy) OR strain (energy) B1
Total: 8

PUBLISHED
3(a)(i) (Weight is) force/pull of gravity (acting on an object) B1
3(a)(ii) Mass × acceleration due to gravity OR mg OR 350 × 7.5 C1
2600 N A1
3(b) (ρ =) m / V in any form C1
0.27 (kg / m3) OR 270 (g / m3) A1
Balloon moves/floats up B1
(Floats when) density of balloon less than density of atmosphere B1

OR (sinks when) density of balloon greater than atmosphere
OR (ρ =) m / V in any form (C1)
110 g (A1)
Balloon rises (B1)
(Floats when) mass/weight of balloon less than mass/weight of atmosphere (of same volume as balloon) (B1)
(Sinks when) mass/weight of balloon greater than mass/weight of atmosphere (of same volume as balloon)
Total: 7

PUBLISHED
4(a)(i) 60 W B1
4(a)(ii) Radiation and either conduction or convection B1
4(b)(i) Radiation mentioned B1
Higher reading or rises faster on thermometer A B1
Black (surface) is a good/better emitter (than polished surface) B1

OR polished (surface) is a poor/bad/worse emitter (than black
surface)
4(b)(ii) (Compared with black bulb thermometer) readings rise more slowly OR readings are low(er) B1
Shiny (bulb) surfaces are good/better reflectors (of radiation) B1

OR Shiny (bulb) surfaces are poor/bad/worse absorbers (of radiation)
4(c) Firefighter does not get too hot/burned (from radiation) B1
Total: 8

PUBLISHED
5(a) Pressure increases B1
Molecules (of gas) move faster/their kinetic energy increases/their momentum increases B1
(Molecules) collide with walls/piston more often/more frequently B1

OR greater (rate of) change of momentum
(Molecules) exert greater/more force (on wall)/hit (walls) harder B1
5(b) Pressure (of gas) falls and volume (of gas) increases B1
Initially there is a larger pressure inside than outside/atmospheric pressure B1

OR (Piston stops when) pressure (of gas) = external/outside/atmospheric pressure
Total: 6
6(a)(i) (Ray passes into the air and) refracts / changes direction / bends B1
6(a)(ii) Total internal reflection (takes place) B1
6(b)(i) Total internal reflection at B with angle of incidence equal to angle of reflection (by eye) B1
Refraction into air at right-hand face with angle of refraction greater than angle of incidence B1
6(b)(ii) (n =) 1/sin c OR 1/sin 41 M1
1.5 A1
Total: 6

PUBLISHED
7(a) Number of wavefronts (generated/produced/passing a B1

point) in 1 sec/per sec/in unit time
7(b)(i) (Part of wave where) pressure/density is higher B1

OR molecules are closer together
7(b)(ii) At least 3 wavefronts shown as part semi-circles B1
Same separation between wavefronts drawn by candidate B1

as for incident wavefronts
7(b)(iii) Less spreading out OR less diffraction B1
7(c)(i) (λ =) v / f OR 340 / 6800 C1
0.050 m A1
7(c)(ii) In range 900 – 2000 m / s B1
Total: 8

PUBLISHED
8(a) Steel/aluminium/nickel/cobalt/alnico/neodymium/ferrite/alcomax B1
8(b)(i) Mention of magnetic field or magnetic flux OR field created by bar magnet B1
(Magnetic) field (lines) of magnet cut by coil B1

OR (magnetic) field (lines) linked with/through/in the coil changes
OR(magnetic) flux (through coil) changes
e.m.f. induced B1
8(b)(ii) Direction of movement of magnet through the coil B1

OR which pole of magnet enters the coil
Direction of induced e.m.f. opposes change producing it B1

OR (coil) end near magnet/left-hand end becomes a N-pole
OR (coil) repels magnet (when moved in)
8(c) Hammer the magnet M1
repeatedly/until demagnetised/in E/W direction A1
OR (M1)
Heat the magnet
high temperature/red hot/in E-W direction (A1)
OR (M1)
Place magnet in coil carrying A.C.
Remove magnet from coil OR decrease the current (slowly) to zero (A1)
Total: 8

PUBLISHED
9(a)(i) LDR OR light-dependent resistor B1
9(a)(ii) B1
9(b)(i) I = V/R C1
(total resistance =) 1.2 + 2.4 OR 3.6 seen C1
I = 6.0 / (1.2 + 2.4) OR 1.67 or 1.7 (mA) C1
(V =) 4.0 V A1
OR (C1)
(V1 )= [R1 / (R1 + R2)] V
(total resistance =) 1.2 + 2.4 OR 3.6 seen (C1)
(V1 ) = (2.4 / 3.6) 6.0 (C1)
= 4.0 V (A1)
9(b)(ii) Replace the 1.2 kΩ resistor with one of higher value B1

OR Increase the temperature (of the thermistor or the room)
Total: 7

PUBLISHED
10(a) Electrons/negative charges removed from/flow from/lost (from the object) B1
10(b)(i) At least 3 plus signs in top half of sphere B1
Same number of minus signs in bottom half of sphere B1
OR (B1)
Excess of plus signs over minus signs in top half of sphere
Equal excess of minus signs over plus signs in bottom half of sphere (B1)
10(b)(ii) (with rod present) connect earth (to sphere) M1

OR touch (sphere) with conductor/finger
Remove earth wire and then remove charged rod A1

OR remove conductor/finger and then rod.
Total: 5

PUBLISHED
11(a) Background count rate stated as in range 17 – 21 counts / s B1
Background used on at least 2 of first 3 readings C1
Any halving of corrected or uncorrected reading C1
(half-life =) ½ hour A1
11(b) 3 B1
1 H on LHS of an equation
0 B1
-1 β on RHS of equation
3 0 3 B1
Equation all correct: 1 H = -1 β + 2 X
11(c) Top: any path to the left within 45° horizontal B1
Middle: path to the right and deflected down (ending in a straight line) B1
Bottom: path not deflected B1

OR path to the right and deflected up much less than middle path
Total: 10

PHYSICS 0625/51
* 3 0 8 1 4 7 1 1 9 9 *
If you have any queries regarding these Confidential Instructions, please contact Cambridge stating the Centre
number, the nature of the query and the syllabus number quoted above.
e-mail [email protected]
phone +44 1223 553554
fax +44 1223 553558
DC (ST/FC) 126915/5
2
The Supervisor is not allowed to consult the Question Paper before the examination. The teacher
The Supervisor is asked to give (and attach to the Supervisor’s Report printed on pages 7 and 8) a
brief description of the apparatus supplied, mentioning any points that are likely to be of importance
to the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor.
specified in these Confidential Instructions. If a candidate breaks any of the apparatus, or loses any of
the material supplied, the matter should be rectified and a note made in the Supervisor’s Report.
candidates spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on
question 4.
Assistance to candidates
The purpose of the Practical Physics Test is to find out whether the candidates can carry out simple
to co-operate with the Examiners to the extent of being ready to give (or allow the physics teacher to
(iii) A report must be made of any assistance given to a candidate, with the name and candidate
© UCLES 2017 0625/51/CI/M/J/17

3
Question 1
(i) Steel spring. See note 1.
(ii) Two clamps, two bosses and two stands.
(iii) Metre rule with mm scale. See note 2.
(iv) Masses of 100 g, 200 g, 300 g, 400 g and 500 g, with labels. See note 4.
(v) Set-square.
Notes
1. An expendable steel spring is suitable, for example a 2 cm long spring with diameter 15 mm
(see www.philipharris.co.uk). The spring must be able to take a load of at least 5 N without
overstretching. Spare springs should be available.
2. The metre rule is to be held vertically, using a clamp, with the 100 cm end in contact with the
bench.
3. The apparatus is to be set up for the candidates as shown in Fig. 1.1. The spring is to be sufficiently
high above the laboratory bench that, when the 5 N load is hung on the spring, the bottom of the
load is about 10 cm above the surface of the bench.
metre rule
clamp
boss
spring
stand
bench
Fig. 1.1

4
4. Four 100 g slotted masses with a 100 g mass hanger, each labelled 1.0 N, is ideal. If these are not
available, a light hook must be provided so that the masses, labelled 1.0 N, 2.0 N, 3.0 N, 4.0 N and
5.0 N, can be hung from the spring.
Check that the apparatus is set up as shown in Fig. 1.1.

Replace the spring if overstretched.
© UCLES 2017 0625/51/CI/M/J/17

5
Question 2
(ii) 250 cm3 beaker.
(iii) 100 cm3 or 250 cm3 measuring cylinder.
(iv) Stopclock or stopwatch or wall-mounted clock showing seconds. The question will refer to a
stopclock.
(v) Supply of hot water. See notes 1 and 2.
(vi) Supply of paper towels to mop up any spillages of water.
Notes
Empty the beaker and measuring cylinder.

Dry the thermometer.

6
Question 3
Question Paper.
(vi) 50 cm or 30 cm ruler, graduated in mm (candidates may use their own).
(vii) String or treasury tag (per candidate) to tie the ray-trace sheet ((i) above) into the Question
Paper.
Notes
Supply a sheet of plain A4 paper (as in (i) above) and string or a treasury tag (as in (vii) above).
Question 4
© UCLES 2017 0625/51/CI/M/J/17

7
0625/51
SUPERVISOR’S REPORT
General
in the scripts;

8
CENTRE NO. ..........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
Declaration (to be signed by the Supervisor).
the examination.
SIGNED ......................................................
Supervisor
© UCLES 2017 0625/51/CI/M/J/17

* 9 7 8 8 7 8 8 2 6 4 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (ST/FC) 126913/6
2
1 In this experiment, you will investigate the stretching of a spring.
metre rule
clamp
boss
spring
stand
bench
(a) • Do not remove the spring from the clamp. Use the metre rule to measure the length l0 of
the coiled part of the spring.
Record l0, in Table 1.1 at load L = 0.0 N.
• On Fig. 1.1, show clearly the length l0. [1]
(b) • Place a load L = 1.0 N on the spring. Record, in Table 1.1, the length l of the coiled part
of the spring.
• Repeat this procedure using loads L = 2.0 N, 3.0 N, 4.0 N and 5.0 N.
Table 1.1
L/ N 0.0 1.0 2.0 3.0 4.0 5.0

l / mm
[2]
(c) Describe one precaution that you took in order to obtain reliable readings.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/51/M/J/17
3
(d) Plot a graph of l / mm (y-axis) against L / N (x-axis).
[4]
(e) A student suggests that the length l of the spring is directly proportional to the load L.
State whether your readings support this suggestion. Justify your answer by reference to the
graph line.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(f) Use your results to predict the load L that would give a length l twice the value of l0.
Show clearly how you obtained your answer.
load L = ...........................................................[2]
[Total: 11]
4
(a) Use the thermometer to measure room temperature θR.
θR = ...........................................................[1]
(b) • Pour 200 cm3 of hot water into the beaker. Place the thermometer in the beaker.
• Measure the temperature θ of the hot water in the beaker. Record this temperature in
Table 2.1 at time t = 0 s.
• Immediately start the stopclock.
• After 180 s, measure the temperature θ shown on the thermometer. Record the time and
temperature in the table.
• After a total of 360 s, measure the temperature θ shown on the thermometer. Record the
time and temperature in the table.
Table 2.1
t /s θ / °C
0
[4]
(c) (i) • Calculate the temperature fall Δθ1 during the first 180 s.
Δθ1 = ...............................................................
• Calculate the temperature fall Δθ2 during the next 180 s.
Δθ2 = ...............................................................
[1]
(ii) Suggest why Δθ1 is different from Δθ2.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) Suggest two changes that you could make to the procedure to obtain a larger difference
between the values of Δθ1 and Δθ2.
1. ............................................................................................................................................
2. ............................................................................................................................................
[2]
© UCLES 2017 0625/51/M/J/17

5
(e) Fig. 2.1 shows a measuring cylinder. A, B, C and D are four possible lines of sight that could
be used to read the volume of the water.
cm3
100
90
80
70
D
60
A
B
C 50
40
30
water
20
10
Fig. 2.1
Give two reasons why B should be used to obtain the most accurate reading.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
[Total: 11]

6
3 In this experiment, you will investigate the refraction of light passing through a transparent block.
hole
F
N
A B
E
M
D C
ray-trace
sheet
eye
Fig. 3.1
(a) • Place the transparent block, largest face down, on the ray-trace sheet supplied. The
block should be approximately in the middle of the paper. Draw the outline of the block
ABCD.
• Remove the block and draw a normal NL at the centre of side AB. Label the point E
where the normal crosses AB. Label the point M where the normal crosses CD.
© UCLES 2017 0625/51/M/J/17

7
• Draw a line FE, to the left of the normal and at an angle of incidence i = 30° to the
normal, as shown in Fig. 3.1.
• Place two pins P1 and P2 on the line FE placing one pin close to point E. Label the
positions of P1 and P2.
• Replace the block and observe the images of P1 and P2 through side CD of the block
so that the images of P1 and P2 appear one behind the other. Place two pins P3 and P4
between your eye and the block so that P3 and P4, and the images of P1 and P2 seen
through the block, appear one behind the other. Label the positions of P3 and P4.
• Remove the block.
• Draw a line joining the positions of P3 and P4. Continue the line until it meets the normal
NL and label this point K. [4]
(b) • Measure and record the angle α between the line joining the positions of P3 and P4 and
the line KL.
α = ...............................................................
• Measure and record the length x between points M and K.
x = ...............................................................
[2]
(c) Repeat steps (a) and (b) with the angle of incidence i = 50°.
α = ...............................................................
x = ...............................................................
[2]
(d) A student suggests that the angle α should always be equal to the angle of incidence i.
State whether your results support this suggestion. Justify your answer by reference to the
readings.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(e) Suggest one precaution that you should take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]
Tie your ray-trace sheet into this Question Paper between pages 6 and 7.

8
4 A student is investigating whether the resistance of a wire depends on the material from which the
wire is made.
V
Resistance R is given by the equation R = .
I
ammeter
voltmeter
power supply (0–3 V)
micrometer screw gauge
variable resistor
switch
connecting leads
wires made of different materials.
Plan an experiment to investigate whether the resistance of a wire depends on the material from
which the wire is made. You are not required to carry out this investigation.
You should:
• draw a diagram of the circuit you would use to determine the resistance of each wire
• explain briefly how you would carry out the investigation, including the measurements you
would take
• state the key variables that you would control
• draw a suitable table, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table).
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2017 0625/51/M/J/17

9
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
© UCLES 2017 0625/51/M/J/17

10
BLANK PAGE
© UCLES 2017 0625/51/M/J/17

11
BLANK PAGE
© UCLES 2017 0625/51/M/J/17

12
BLANK PAGE
© UCLES 2017 0625/51/M/J/17

PHYSICS 0625/51
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED
1(a) l0 clearly shown 1
1(b) Sensible value for l0 1
Remainder of values increasing 1
1(c) Use of set square to line up with scale OR perpendicular viewing 1

Scale close to / touching spring
1(d) Graph:
Suitable scales 1
1(e) Expect NO. Line does not pass through origin 1
1(f) Use of 2 × l0 shown on graph 1
L correct to ½ small square 1
Total: 11

PUBLISHED
2(a) Sensible value for room temperature with unit °C 1
2(b) Correct times 1
Temperatures decreasing 1
First temperature difference greater than second 1
Consistent significant figures for temperatures in table 1
2(c)(i) Both temperature differences correct 1
2(c)(ii) Starting temperature closer to room temperature in the second case (or further from room temperature in the first case) 1
2(d) Two from: 2

Increase draught over surface of water
Increase temperature of hot water
Increase surface area of water
Longer time intervals
Decrease room temperature
Decrease volume of water
Use metal can instead of glass beaker
2(e) Uses bottom of meniscus 1
Perpendicular to reading 1
Total: 11

PUBLISHED
3(a) Ray-Trace:
Normal in centre of AB and CD, on left, 1

and FE at 30 ° ± 1 ° to normal
First P1 P2 distance at least 5 cm 1
P3 P4 line correctly drawn to K 1
All lines present in approximately correct positions and neat 1
3(b) α correctly measured to ± 2 ° 1
x correct to 2 mm 1
3(c) α values 28–32 and 48–52 1
Correct unit for x 1
3(d) Statement matches readings (Expect YES) 1
Justification to include the idea of within (or beyond, ecf) the limits of experimental accuracy 1
3(e) Any one from: 1

Large pin separation
Ensure pins vertical
View bases of pins
Use thin pencil lines / thin pins
Total: 11

PUBLISHED
4 MP1 Diagram showing power supply, ammeter, voltmeter and resistance wire correctly connected (variable resistor 1
optional)
MP2 Correct symbols for ammeter and voltmeter. Variable resistor symbol correct if included. 1
MP3 Measure potential difference (voltage) and current and calculate resistance. 1
MP4 Repeat with other types of wire 1
MP5 Key variables length and diameter stated 1
MP6 One of: 1

Repeat with different voltages (or currents).
Repeat and take average of voltage and current readings.
Repeat entire experiment with different length or different diameter.
Use low current to prevent wire heating up.
Keep temperature of wire constant.
Use micrometer screw gauge to measure diameter / thickness of wire
MP7 Table with columns for type of wire, voltage, current, resistance with correct units (V, A and Ω) 1
Total: 7

* 4 0 0 0 0 5 1 7 1 8 *
PHYSICS 0625/61
1 hour

DC (ST/FC) 126914/7
2
1 The class is investigating the stretching of a spring.
metre rule
clamp
boss
spring l0
stand
X
bench
Fig. 1.1
(a) (i) On Fig. 1.1, measure the length l0.

Record l0 in Table 1.1 at load L = 0.0 N. [1]
(ii) Explain why l0 is not measured to point X on the spring.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) A student hangs a 1.0 N load on the spring. He records the new length l of the spring.
He repeats the procedure using loads of 2.0 N, 3.0 N, 4.0 N and 5.0 N. The readings are shown
in Table 1.1.
Table 1.1
L/ N 0.0 1.0 2.0 3.0 4.0 5.0
l / mm 17 20 21 23 25
Describe one precaution that you would take in order to obtain reliable readings.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/61/M/J/17
3
(c) Plot a graph of l / mm (y-axis) against L / N (x-axis).
[4]
(d) A student suggests that the length l of the spring is directly proportional to the load L.
State whether your readings support this suggestion. Justify your answer by reference to the
graph line.
...................................................................................................................................................
...............................................................................................................................................[1]
(e) Use the results to predict the load L that would give a length l twice the value of l0.
Show clearly how you obtained your answer.
load L = ...........................................................[2]
[Total: 10]
4
2 The class is investigating the refraction of light passing through a transparent block. A student is
using optics pins to trace the paths of rays of light.
Fig. 2.1 shows the student’s ray-trace sheet.
A B
D C
P3
P4
ray-trace
sheet eye
Fig. 2.1
© UCLES 2017 0625/61/M/J/17

5
(a) • On Fig. 2.1, draw a normal at the centre of side AB. Label this line NL. Label the point E
where the normal crosses AB. Label the point M where the normal crosses CD.
• Draw a line above AB to the left of the normal and at an angle of incidence i = 30° to the
normal. Label this line FE.
• Label the positions of two pins P1 and P2 placed a suitable distance apart on FE for
accurate ray tracing. [2]
(b) The student observes the images of P1 and P2 through side CD of the block so that the
images of P1 and P2 appear one behind the other. He places two pins P3 and P4 between his
eye and the block so that P3 and P4, and the images of P1 and P2 seen through the block,
appear one behind the other. The positions of P3 and P4 are marked on Fig. 2.1.
Draw a line joining the positions of P3 and P4. Continue the line until it meets the normal.
Label this point K. [1]
(c) • Measure and record the angle α between the line joining the positions of P3 and P4 and
the line KM.
α = ...............................................................
• Measure and record the length x between points M and K.
x = ...............................................................
[2]
(d) The student repeats the procedure with the angle of incidence i = 50°.
His readings for α and x are shown.
52°
α = ...............................................................
19 mm
x = ...............................................................
A student suggests that the angle α should always be equal to the angle of incidence i.
State whether the results support this suggestion. Justify your answer by reference to the
values of α for i = 30° and i = 50°.
statement ..................................................................................................................................
justification ................................................................................................................................
[2]
(e) Suggest one precaution that you would take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]

6
3 The class is investigating the cooling of water.
thermometer
water
beaker
Fig. 3.1
(a) The thermometer in Fig. 3.2 shows the room temperature θR at the beginning of the
experiment.
Record θR.
–10 0 10 20 30 40 50 60 70 80 90 100 110

°C
Fig. 3.2
θR = ...........................................................[1]
© UCLES 2017 0625/61/M/J/17

7
(b) • A student pours 200 cm3 of hot water into the beaker.
• She measures the temperature θ of the hot water in the beaker.
• She immediately starts a stopclock.
• After 180 s, she measures the temperature θ of the hot water.
• After 360 s, she measures the temperature θ of the hot water again.
Table 3.1
t/s θ / °C
0 85
180 74
360 66
(i) • Calculate the temperature fall Δθ1 during the first 180 s.
Δθ1 = ...............................................................
• Calculate the temperature fall Δθ2 during the next 180 s.
Δθ2 = ...........................................................[1]
(ii) Suggest why Δθ1 is different from Δθ2 .
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Another student plans to investigate the factors affecting the difference between the values of
Δθ1 and Δθ2 .
Suggest two changes that he could make to the procedure to obtain a larger value of this
difference.
1. ............................................................................................................................................
2. ............................................................................................................................................
[2]

8
(d) The volume of water used in this experiment is measured using a measuring cylinder.
Fig. 3.3 shows a measuring cylinder.
A, B, C and D are four possible lines of sight that could be used to read the volume of the
water.
cm3
100
90
80
70
D
60
A
B
C 50
40
30
water
20
10
Fig. 3.3
Give two reasons why B should be used to obtain the most accurate reading.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
[Total: 7]
© UCLES 2017 0625/61/M/J/17

9
4 The class is investigating the motion of a pendulum.
clamp
metre rule
bob
set square
Fig. 4.1
(a) (i) On Fig. 4.1, show clearly the length l of the pendulum. [1]
(ii) Use Fig. 4.2 to explain how you would measure the length l accurately. You may draw on
the diagram.
clamp
bob
Fig. 4.2
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

10
(b) A student determines the period T of the pendulum. The period is the time taken for one
complete oscillation. The student measures the time t for 20 oscillations.
Fig. 4.3 shows the time t.
Fig. 4.3
(i) Calculate the period T of the pendulum.
T = ...........................................................[1]
(ii) Explain how measuring the time for 20 oscillations rather than one oscillation helps the
student to obtain a more reliable value for the period.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) The student wants to determine a value for the acceleration of free fall from his results.
He needs the value of T 2 to do this.
Calculate T 2.
Give your answer to a suitable number of significant figures and include the unit.
T 2 = .......................................................... [2]
[Total: 8]
© UCLES 2017 0625/61/M/J/17

11
5 A student is investigating whether the resistance of a wire depends on the material from which the
wire is made.
V
Resistance R is given by the equation R =
I.
ammeter
voltmeter
micrometer screw gauge
power supply (0–3 V)
variable resistor
switch
connecting leads
wires of different materials.
Plan an experiment to investigate whether the resistance of a wire depends on the material from
which it is made.
You should:
• draw a diagram of the circuit you would use to determine the resistance of each wire
• explain briefly how you would carry out the investigation, including the measurements you
would take
• draw a suitable table, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table).
..........................................................................................................................................................
..........................................................................................................................................................

12
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
© UCLES 2017 0625/61/M/J/17

PHYSICS 0625/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED
1(a)(i) 15 1
1(a)(ii) Ring(s) do not extend (owtte) 1
1(b) Use of set square to line up with scale OR perpendicular viewing 1
1(c) Graph:
Suitable scales 1
All 6 plots correct to ½ small square 1
Good line judgement, thin, single, continuous line 1
1(d) (NO);line does not pass through origin 1
1(e) L in range 6–8 1
L in range 7.2–7.8 1
Total: 10

PUBLISHED
2(a) Normal in centre of AB and CD and FE at 30° to normal 1
P1 P2 distance at least 5 cm 1
2(b) P3 P4 line and KE correctly drawn (to K) 1
2(c) α in range 28–32 1
x in range 20–24 (mm) 1
2(d) Statement matches readings (Expect YES, owtte) 1
Justification to include the idea of within (or beyond, ecf) the limits of experimental accuracy 1

Large pin separation
Ensure pins vertical / upright / erect
View bases of pins
Use thin pencil lines / thin pins
Total: 8

PUBLISHED
3(a) 23 with unit °C 1
3(b)(i) 11 AND 8 1
3(b)(ii) Starting temperature closer to room temperature in the second case (or further from room temperature in the first case) 1
3(c) Two from: 2

Increase draught (over surface of water)
Increase temperature of hot water
Increase surface area of water
Longer time intervals
Decrease room temperature
Decrease volume of water
Use metal can instead of glass beaker
Stirring
3(d) Any 2 from: 2

Uses bottom of meniscus
Perpendicular (to reading)
That is where the scale markings are, owtte
Total: 7

PUBLISHED
4(a)(i) l shown clearly from bottom of clamp to centre of bob 1
4(a)(ii) Any 2 from: 2

Metre rule close to pendulum
Measurement from bottom of clamp
Set-square used as a horizontal reference
4(b)(i) 1.01(1) 1
4(b)(ii) Any 2 from: 2

Idea of averaging
Reaction time / judgement of when to stop / start (owtte)
Reduces effect of error / spreads error over 20 swings (owtte)
4(c) 1.02(212) with 2, 3 or 4 significant figures 1
unit s2 1
Total: 8

PUBLISHED
5 MP1 Diagram showing power supply, ammeter, voltmeter and resistance wire correctly connected (variable resistor 1
optional)
MP2 Correct symbols for ammeter and voltmeter. Variable resistor symbol correct if included. 1
MP3 Measure potential difference (voltage) and current and calculate resistance. 1
MP4 Repeat with other (types of) wires 1
MP5 Key variables length AND diameter stated 1
MP6 One of: 1

Repeat with different voltages (or currents).
Repeat and take average (voltage and current) readings.
Repeat entire experiment with different length or different diameter.
Use low current to prevent wire heating up.
Keep temperature of wire constant / switch off between readings
Use micrometer screw gauge to measure diameter / thickness of wire.
MP7 Table with columns for type of wire, voltage, current, resistance with correct units (V, A and Ω) 1
Total: 7

PHYSICS 0625/11
45 minutes
Soft clean eraser
*2729597850*

IB17 11_0625_11/3RP
2
1 A student measures the volume of a cork.
He puts some water into a measuring cylinder and then one glass ball. He puts the cork and then
a second, identical glass ball into the water as shown.
cm3 cm3 cm3

100 100 100
80 80 80
glass ball
60 60 60
40 40 40 cork
20 20 20
glass ball glass ball
Diagram 1 shows the first water level.
Diagram 2 shows the water level after one glass ball is added.
Diagram 3 shows the water level after the cork and the second glass ball are added.
What is the volume of the cork?
A 30 cm3 B 40 cm3 C 50 cm3 D 100 cm3
2 The graph shows how the speed of a car varies over a period of 10 s.
speed
m/s
10
0
0 5 10
time / s
How far does the car travel during the 10 s?
A 10 m B 50 m C 75 m D 100 m
© UCLES 2017 0625/11/O/N/17

3
3 The diagram shows how the speed of a falling object changes with time.
speed
Y Z
X
0
0 time
Which row describes the motion of the object between X and Y, and between Y and Z?
between X and Y between Y and Z
A accelerating at rest
B accelerating constant speed
C decelerating at rest
D decelerating constant speed
4 A spring is stretched by hanging a piece of metal from it.
spring
metal
Which name is given to the force that stretches the spring?
A friction
B mass
C pressure
D weight

4
5 The graph shows how weight varies with mass on planet P and on planet Q.
400
planet P
weight / N
300
planet Q
200
100
0
0 20 40 60 80
mass / kg
An object weighs 400 N on planet P. The object is taken to planet Q.
Which row is correct?
mass of object weight of object

on planet Q / kg on planet Q / N
A 40 200
B 40 400
C 80 200
D 80 400
6 What is needed to determine the density of a regularly shaped block?
A a balance and a beaker

B a balance and a ruler
C a measuring cylinder and a beaker
D a measuring cylinder and a ruler
© UCLES 2017 0625/11/O/N/17

5
7 A student conducts an experiment by hanging different loads on a spring. The diagrams show the
lengths of the spring with different loads.
3.0 cm
6.0 cm
9.0 cm
2.0 N
4.0 N
Which row gives the correct extensions of the spring?
extension / cm
0N 2.0 N 4.0 N
A 0 3.0 3.0
B 0 3.0 6.0
C 3.0 3.0 3.0
D 3.0 6.0 9.0
8 A car mechanic is trying to loosen a wheel nut. He applies a force to the end of a spanner
(wrench) at right-angles to the spanner.
Which method provides the largest turning effect on the nut?
A applying double the force to a spanner that is half as long

B applying double the force to a spanner that is twice as long
C applying double the force to the same spanner
D applying the same force to a spanner that is twice as long

6
9 The diagrams show four table lamps resting on a table. The position of the centre of mass of
each lamp is labelled X.
Which lamp is the most stable?
A B C D
X X
X X
10 A pendulum bob swings from W, through points X and Y, to Z and then back to W.
W Z
X
Y
A The gravitational potential energy of the bob is smallest at W.

B The gravitational potential energy of the bob is smallest at X.
C The gravitational potential energy of the bob is smallest at Y.
D The gravitational potential energy of the bob is the same at all points of the swing.
© UCLES 2017 0625/11/O/N/17

7
11 A student runs up a flight of stairs.
height
length
Which information is not needed to calculate the rate at which the student is doing work against
gravity?
A the height of the flight of stairs

B the length of the flight of stairs
C the time taken to run up the stairs
D the weight of the student
12 What is a manometer used to determine?
A the difference between two densities

B the difference between two forces
C the difference between two heights
D the difference between two pressures

8
cm vacuum
90
80
metre rule 70
60
50
40
30
20
10
mercury
A 12 cm B 74 cm C 86 cm D 100 cm
14 A pollen grain in a beaker of still water is viewed through a microscope.
Which diagram shows the most likely movement of the pollen grain?
A B C D
© UCLES 2017 0625/11/O/N/17

9
15 The diagram shows an air-filled rubber toy. A child sits on the toy and its volume decreases.
The temperature of the air in the toy does not change.
How does the air pressure in the toy change and why?
pressure reason
A decreases air molecules move more slowly

B decreases air molecules strike the rubber less frequently
C increases air molecules move more quickly
D increases air molecules strike the rubber more frequently
16 A strip of iron and a strip of brass are firmly attached to each other along their entire length. This
combination is a bimetallic strip.
iron strip
brass strip
This bimetallic strip is heated and it bends as shown.
iron
fixed support
brass
The bimetallic strip is now cooled and becomes straight again.
What causes the bimetallic strip to become straight again?
A The brass contracts more than the iron.

B The brass expands more than the iron.
C The iron contracts more than the brass.
D The iron expands more than the brass.

10
17 The diagram shows an electric heater being used to heat a beaker of water and an identical
beaker containing oil. Both are heated for one minute.
water oil
electric heater
The temperature of the water and the temperature of the oil increase steadily. The increase in
temperature of the oil is much greater than that of the water.
Why is this?
A Oil has a higher boiling point than water.

B Oil has a lower boiling point than water.
C The oil has a larger thermal capacity than the water.
D The oil has a smaller thermal capacity than the water.
18 The air temperature in a cold room is 15 °C.
A heater that contains water at 50 °C is used to heat the room.
By which process is most of the thermal energy transferred throughout the air in the room?
A conduction
B convection
C evaporation
D radiation
19 Which statement about convection currents is correct?
A Convection currents occur because, when cooled, liquids contract and become more dense.
B Convection currents occur because, when warmed, liquids expand and become more dense.
C Convection currents only occur in liquids.
D Convection currents only occur in solids and liquids.
© UCLES 2017 0625/11/O/N/17

11
20 The diagram represents a wave travelling along a rope.
Which labelled arrow indicates the wavelength of the wave?
rope
D
C
B
A
21 The diagram represents plane wavefronts of a water wave about to strike a solid barrier.
wavefronts
Which diagram shows the position of the wavefronts after reflection at the barrier?
A B
reflected
reflected
C D
reflected
reflected

12
22 The diagram shows an object in front of a plane mirror. A ray of light from the object is incident on
the mirror.
object
R
Q S
P
plane
mirror
Through which point does the reflected ray pass, and at which point is the image of the object
formed?
point through which point at which

reflected ray passes image is formed
A P R
B P S
C Q R
D Q S
23 Which ray diagram shows a converging lens forming a real image of a small object O?
A B
O O
C D
O O
© UCLES 2017 0625/11/O/N/17

13
24 Visible light, X-rays and microwaves are all components of the electromagnetic spectrum.
Which statement about the waves is correct?
A In a vacuum, microwaves travel faster than visible light and have a shorter wavelength.
B In a vacuum, microwaves travel at the same speed as visible light and have a shorter
wavelength.
C In a vacuum, X-rays travel faster than visible light and have a shorter wavelength.
D In a vacuum, X-rays travel at the same speed as visible light and have a shorter wavelength.
25 Space is a vacuum. Waves from stars are used to reveal information about the stars.
Which type of waves do not reveal information about stars?
A infra-red
B radio waves
C ultrasound
D γ-rays
26 A student stands 180 m in front of a vertical, flat cliff and bangs together two pieces of wood to
make a short, loud sound.
A timer records the echo of the sound 1.5 seconds after the pieces of wood are banged together.
Based on this result, what is the speed of sound?
A 120 m / s B 240 m / s C 270 m / s D 540 m / s
27 A train of steel nails and a train of iron nails hang from a strong magnet.
magnet
train of train of
steel nails iron nails
The trains are then carefully removed from the magnet.
What happens to the trains?
A Both trains fall apart.

B Both trains stay together.
C Only the train of iron nails falls apart.
D Only the train of steel nails falls apart.

14
28 The north pole of a bar magnet is placed in turn next to each end of a rod X. One end of the rod
moves away from the north pole but the other end moves towards the north pole.
The experiment is repeated with the bar magnet and a different rod Y but this time both ends of
the rod move towards the north pole.
From which materials could the rods X and Y be made?
rod X rod Y
A soft iron copper

B soft iron soft iron
C steel copper
D steel soft iron
29 A student investigates the electrostatic charges on three objects P, Q and R.
The student places object P on the insulated pan of a balance and notes the reading on the
balance.
The student then holds object Q a small distance above object P and notes the reading on the
balance.
Finally, the student holds object R the small distance above object P and notes the reading on
the balance.
The student’s observations are shown.
object Q object R
object P
86.5 g 131.7 g 78.2 g
Which row gives possible charges that explain these observations?
charge on P charge on Q charge on R
A negative positive negative

B negative negative negative
C positive positive negative
D positive negative positive
© UCLES 2017 0625/11/O/N/17

15
30 Which equation is used to calculate resistance?
A resistance = p.d. + current

B resistance = p.d. – current
C resistance = p.d. × current
D resistance = p.d. ÷ current
31 A student connects a circuit with a power supply, a lamp and an ammeter.
Where must the ammeter be connected?
A in parallel with the lamp to measure current in the lamp

B in parallel with the lamp to measure potential difference across the lamp
C in series with the lamp to measure current in the lamp
D in series with the lamp to measure potential difference across the lamp
32 Two 3.0 Ω resistors are connected in parallel.
Which statement about their combined resistance is correct?
A The combined resistance is less than 3.0 Ω.
B The combined resistance is 3.0 Ω.
C The combined resistance is more than 3.0 Ω but less than 6.0 Ω.
D The combined resistance is 6.0 Ω.

16
33 The diagram shows a potential divider circuit.
Z
slider
V
How does the movement of the slider affect the voltmeter reading?
movement voltmeter
of slider reading
A Z to X falls to zero
B Z to X increases
C Z to Y falls to zero
D Z to Y increases
© UCLES 2017 0625/11/O/N/17

17
34 The diagram shows a circuit with a fixed resistor connected in series with a thermistor and an
ammeter.
Which row shows how temperature change affects the resistance of the thermistor and the
current in the circuit?
resistance of
temperature current in circuit
thermistor
A decreases decreases increases

B decreases increases decreases
C increases decreases decreases
D increases increases increases
35 An appliance is connected to a mains supply. Its circuit also contains a switch and a fuse.
Which circuit shows the fuse in the correct position?
A B
appliance appliance
live live
neutral neutral
C D
appliance appliance
live live
neutral neutral

18
36 There is an electric current in a straight wire in the direction into the page. This produces a
magnetic field around the wire. All the field lines are circles but only one field line is shown.
magnetic field line
wire with current

into the page
Which row describes the magnetic field?
direction of spacing of
the field lines the field lines
A anti-clockwise evenly spaced over
the whole field
B anti-clockwise more widely spaced
further from the wire
C clockwise evenly spaced over
the whole field
D clockwise more widely spaced
further from the wire
37 A wire carrying a current is placed in a magnetic field. The wire experiences a force due to the
field.
Which action does not change the direction of the force?
A increasing the current and reversing the field direction

B increasing the current, keeping the field direction constant
C reversing the current and increasing the field strength
D reversing the current, keeping the field direction constant
© UCLES 2017 0625/11/O/N/17

19
17 Cl 17 Cl
35 37
38 Different isotopes of chlorine are represented as and .
They behave the same way chemically.
Why is this?
A They have the same nuclide notation.

B They have the same number of neutrons.
C They have the same number of nucleons.
D They have the same number of protons.
39 A radioactive source emits three types of radiation R, S and T.
The diagram shows an experiment set up to study the penetrating properties of R, S and T.
paper few mm of few cm

aluminium of lead
Which types of radiation are R, S and T?
R S T

B α-particles γ-rays β-particles
C β-particles α-particles γ-rays
D γ-rays β-particles α-particles
40 What is meant by the half-life of a radioactive isotope?
A half of the time taken for all of the original nuclei to decay
B the time taken for half of the original nuclei to decay
C the time taken for the charges on all the nuclei to halve
D the time taken for the mass of each nucleus to halve
© UCLES 2017 0625/11/O/N/17

20
BLANK PAGE
© UCLES 2017 0625/11/O/N/17

PHYSICS 0625/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
components.

0625/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2017
1 A 1
2 C 1
3 B 1
4 D 1
5 A 1
6 B 1
7 B 1
8 B 1
9 B 1
10 C 1
11 B 1
12 D 1
13 B 1
14 A 1
15 D 1
16 A 1
17 D 1
18 B 1
19 A 1
20 B 1
21 C 1
22 A 1
23 D 1
24 D 1
25 C 1
26 B 1
27 C 1
28 D 1

PUBLISHED 2017
29 C 1
30 D 1
31 C 1
32 A 1
33 B 1
34 B 1
35 C 1
36 D 1
37 B 1
38 D 1
39 B 1
40 B 1

PHYSICS 0625/21
45 minutes
Soft clean eraser
*6133216338*

IB17 11_0625_21/4RP
2
1 A student measures the volume of a cork.
He puts some water into a measuring cylinder and then one glass ball. He puts the cork and then
a second, identical glass ball into the water as shown.
cm3 cm3 cm3

100 100 100
80 80 80
glass ball
60 60 60
40 40 40 cork
20 20 20
glass ball glass ball
Diagram 1 shows the first water level.
Diagram 2 shows the water level after one glass ball is added.
Diagram 3 shows the water level after the cork and the second glass ball are added.
What is the volume of the cork?
A 30 cm3 B 40 cm3 C 50 cm3 D 100 cm3
2 Four balls with different masses are dropped from the heights shown.
Air resistance may be ignored.
Which ball has the smallest average speed?
A B C D
1.0 kg
2.0 kg
3.0 kg
4.0 m
4.0 kg
3.0 m
2.0 m
1.0 m ground
© UCLES 2017 0625/21/O/N/17

3
3 An ice crystal falls vertically from a cloud.
What happens to the acceleration of the ice crystal as it falls?
A It decreases because of air resistance.

B It decreases because of gravity.
C It increases because of air resistance.
D It increases because of gravity.
4 A spring is stretched by hanging a piece of metal from it.
spring
metal
Which name is given to the force that stretches the spring?
A friction
B mass
C pressure
D weight
5 Which object has the greatest weight?
A an object of mass 10 kg in a 15 N / kg gravitational field

B an object of mass 15 kg in a 13 N / kg gravitational field
C an object of mass 20 kg in a 9.0 N / kg gravitational field
D an object of mass 50 kg in a 3.0 N / kg gravitational field

4
6 A uniform beam XY is 100 cm long and weighs 4.0 N.
80 cm
60 cm
10 cm
X Y
centre
pivot
of beam F
8.0 N
The beam rests on a pivot 60 cm from end X.
A load of 8.0 N hangs from the beam 10 cm from end X.
The beam is kept balanced by a force F acting on the beam 80 cm from end X.
What is the magnitude of force F ?
A 8.0 N B 18 N C 22 N D 44 N
7 The diagrams show four table lamps resting on a table. The position of the centre of mass of
each lamp is labelled X.
Which lamp is the most stable?
A B C D
X X
X X
© UCLES 2017 0625/21/O/N/17

5
8 The diagram shows an incomplete scale drawing to find the resultant of two 10 N forces acting at
a point in the directions shown.
10 N
10 N
What is the magnitude of the resultant force?
A 7.5 N B 8.6 N C 18 N D 20 N
9 A tennis ball of mass 0.060 kg travels horizontally at a speed of 25 m / s. The ball hits a tennis
racket and rebounds horizontally at a speed of 40 m / s.
racket
ball
25 m / s 40 m / s
before hitting racket after hitting racket
The ball is in contact with the racket for 50 ms.
What force does the racket exert on the ball?
A 0.018 N B 0.078 N C 18 N D 78 N

6
10 The diagram shows the path of a stone that is thrown from X and reaches its maximum height
at Y.
Y
path of
stone
The stone gains 10 J of gravitational potential energy as it moves from X to Y.
The stone has 2.0 J of kinetic energy at Y.
Air resistance can be ignored.
How much kinetic energy did the stone have immediately after it was thrown at X?
A 2.0 J B 8.0 J C 10 J D 12 J
11 A motor is used to lift a load of 40 N.
motor
load lifted
through 0.50 m
load
40 N
The power of the motor is 40 W and the system is 20% efficient.
How long does it take the motor to lift the load through 0.50 m?
A 0.50 s B 2.5 s C 5.0 s D 25 s
© UCLES 2017 0625/21/O/N/17

7
12 A student runs up a flight of stairs.
height
length
Which information is not needed to calculate the rate at which the student is doing work against
gravity?
A the height of the flight of stairs

B the length of the flight of stairs
C the time taken to run up the stairs
D the weight of the student
cm vacuum
90
80
metre rule 70
60
50
40
30
20
10
mercury
A 12 cm B 74 cm C 86 cm D 100 cm

8
14 The diagram shows a glass flask, sealed with a small volume of mercury in a glass tube. When
the flask is gently warmed the mercury rises up the tube.
glass tube
mercury
air
water
What is the main cause of the movement of the mercury?
A expansion of air in the flask

B expansion of the glass flask
C expansion of the glass tube
D expansion of the mercury
15 A pollen grain in a beaker of still water is viewed through a microscope.
Which diagram shows the most likely movement of the pollen grain?
A B C D
© UCLES 2017 0625/21/O/N/17

9
16 The diagram shows an air-filled rubber toy. A child sits on the toy and its volume decreases.
The temperature of the air in the toy does not change.
How does the air pressure in the toy change and why?
pressure reason
A decreases air molecules move more slowly

B decreases air molecules strike the rubber less frequently
C increases air molecules move more quickly
D increases air molecules strike the rubber more frequently
17 A strip of iron and a strip of brass are firmly attached to each other along their entire length. This
combination is a bimetallic strip.
iron strip
brass strip
This bimetallic strip is heated and it bends as shown.
iron
fixed support
brass
The bimetallic strip is now cooled and becomes straight again.
What causes the bimetallic strip to become straight again?
A The brass contracts more than the iron.

B The brass expands more than the iron.
C The iron contracts more than the brass.
D The iron expands more than the brass.

10
18 An aluminium block has a mass of 200 g.
The specific heat capacity of aluminium is 900 J / (kg °C).
How much energy is needed to raise the temperature of the block from 20 °C to 110 °C?
A 2.0 J B 200 J C 16 200 J D 16 200 000 J
19 Which statement about convection currents is correct?
A Convection currents occur because, when cooled, liquids contract and become more dense.
B Convection currents occur because, when warmed, liquids expand and become more dense.
C Convection currents only occur in liquids.
D Convection currents only occur in solids and liquids.
© UCLES 2017 0625/21/O/N/17

11
20 The diagram represents plane wavefronts of a water wave about to strike a solid barrier.
wavefronts
Which diagram shows the position of the wavefronts after reflection at the barrier?
A B
reflected
reflected
C D
reflected
reflected

12
21 The diagram shows an object in front of a plane mirror. A ray of light from the object is incident on
the mirror.
object
R
Q S
P
plane
mirror
Through which point does the reflected ray pass, and at which point is the image of the object
formed?
point through which point at which

reflected ray passes image is formed
A P R
B P S
C Q R
D Q S
22 A laser is a source of light with a single frequency.
Which description of this type of light is correct?
A dispersed
B focused
C monochromatic
D refracted
23 Visible light, X-rays and microwaves are all components of the electromagnetic spectrum.
Which statement about the waves is correct?
A In a vacuum, microwaves travel faster than visible light and have a shorter wavelength.
B In a vacuum, microwaves travel at the same speed as visible light and have a shorter
wavelength.
C In a vacuum, X-rays travel faster than visible light and have a shorter wavelength.
D In a vacuum, X-rays travel at the same speed as visible light and have a shorter wavelength.
© UCLES 2017 0625/21/O/N/17

13
24 The Moon is 380 000 km from the Earth. A laser light beam is directed from the Earth to the
Moon. The beam is reflected back to the Earth.
How long does it take for the light to travel to the Moon and back to the Earth?
A 1.27 ms B 2.53 ms C 1.27 s D 2.53 s
25 Which wavefront is travelling at a speed closest to that of a sound wave through a solid?
A one that moves 10 m in 0.01 s

B one that moves 50 m in 0.5 s
C one that moves 1000 m in 100 s
D one that moves 2000 m in 2000 s
26 Different waves travel through air.
Which waves have the greatest difference in speed?
A ultrasound waves and sound waves

B ultrasound waves and ultraviolet waves
C ultraviolet waves and light waves
D ultraviolet waves and radio waves
27 A student stands 180 m in front of a vertical, flat cliff and bangs together two pieces of wood to
make a short, loud sound.
A timer records the echo of the sound 1.5 seconds after the pieces of wood are banged together.
Based on this result, what is the speed of sound?
A 120 m / s B 240 m / s C 270 m / s D 540 m / s

14
28 A train of steel nails and a train of iron nails hang from a strong magnet.
magnet
train of train of
steel nails iron nails
The trains are then carefully removed from the magnet.
What happens to the trains?
A Both trains fall apart.

B Both trains stay together.
C Only the train of iron nails falls apart.
D Only the train of steel nails falls apart.
29 How can a permanent magnet be demagnetised?
A Cool the magnet for a long time.

B Place it next to another magnet.
C Slowly pull it out of a coil connected to an a.c. supply.
D Slowly pull it out of a coil connected to a d.c. supply.
30 A positively-charged rod is held near to, but not touching, an uncharged metal sphere.
The sphere is briefly now connected to earth.
The rod is removed.
Which statement about the charge on the sphere is correct?
A It is charged negatively because negative charges have moved from earth to the sphere.
B It is charged negatively because positive charges have moved from the sphere to earth.
C It is charged positively because negative charges have moved from the sphere to earth.
D It is charged positively because positive charges have moved to earth from the sphere.
© UCLES 2017 0625/21/O/N/17

15
31 The diagram shows a circuit with a gap between points P and Q.
Four pieces of metal wire of the same material are connected, in turn, between points P and Q in
the circuit.
P Q
The table gives the diameters and lengths of the wires.
In which wire is the current the largest?
diameter / mm length / m
A 0.10 1.0
B 0.10 2.0
C 0.20 1.0
D 0.20 2.0
32 A torch has a simple circuit with a 3.0 V battery and a lamp. There is a 20 mA current in the lamp.
How much energy is transferred to the lamp in 5.0 minutes?
A 0.30 J B 18 J C 60 J D 0.30 kJ

16
33 A student connects the circuit shown.
Which graph shows the variation with time of the current in the resistor?
A B
current current
0 0
0 time 0 time
C D
current current
0
0 time
0
0 time
© UCLES 2017 0625/21/O/N/17

17
34 The diagram shows a circuit with a fixed resistor connected in series with a thermistor and an
ammeter.
Which row shows how temperature change affects the resistance of the thermistor and the
current in the circuit?
resistance of
temperature current in circuit
thermistor
A decreases decreases increases

B decreases increases decreases
C increases decreases decreases
D increases increases increases
35 What does the symbol shown represent?
A an AND gate
B a NOR gate
C a NOT gate
D an OR gate

18
36 The diagram shows a copper wire XY connected to a resistor.
The wire is moved in the magnetic field between the poles of a magnet.
There is an induced current in the wire from X to Y.
In which labelled direction is the wire moving?
X
B
A C
N S
D
37 The graph shows how the voltage induced across a coil changes with time as the coil spins in a
magnetic field.
voltage
0
0 time
Which graph shows what happens when the coil spins more quickly?
(All graphs are drawn to the same scale.)
A B
voltage voltage
0 0
0 time 0 time
C D
voltage voltage
0 0
0 time 0 time
© UCLES 2017 0625/21/O/N/17

19
38 Emissions X and Y from radioactive material are passed through a magnetic field. The diagram
shows the direction of the emissions, the direction of the magnetic field and the effect on the
emissions.
emission X magnetic field

emission Y into the page
Which type of emission is X, and which type of emission is Y?
emission X emission Y
A α-particles β-particles
B α-particles γ-rays
C β-particles α-particles
D β-particles γ-rays
39 What is meant by the half-life of a radioactive isotope?
A half of the time taken for all of the original nuclei to decay
B the time taken for half of the original nuclei to decay
C the time taken for the charges on all the nuclei to halve
D the time taken for the mass of each nucleus to halve

20
40 The rate of emission of a radioactive source is measured until the reading reaches the
background rate of 20 counts per minute.
The results are shown.
200
190
180
rate of emission
170
counts / minute
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0
0 10 20 30 40 50 60
time / minute
What is the best estimate of the half-life of the source?
A 10 minutes
B 12 minutes
C 14 minutes
D 30 minutes
© UCLES 2017 0625/21/O/N/17

PHYSICS 0625/21
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
components.

PUBLISHED 2017
1 A 1
2 A 1
3 A 1
4 D 1
5 B 1
6 C 1
7 B 1
8 C 1
9 D 1
10 D 1
11 B 1
12 B 1
13 B 1
14 A 1
15 A 1
16 D 1
17 A 1
18 C 1
19 A 1
20 C 1
21 A 1
22 C 1
23 D 1
24 D 1
25 A 1
26 B 1
27 B 1
28 C 1

PUBLISHED 2017
29 C 1
30 A 1
31 C 1
32 B 1
33 B 1
34 B 1
35 A 1
36 D 1
37 C 1
38 A 1
39 B 1
40 A 1

* 8 4 1 4 5 1 1 5 9 5 *
PHYSICS 0625/31
1 hour 15 minutes

DC (NF/SG) 132269/7
2
1 A student clamps a metre rule to the end of a bench, as shown in Fig. 1.1. He attaches a mass to
the end of the rule.
mass
bench metre rule
Fig. 1.1
The student displaces the end of the rule by a small distance. The rule oscillates up and down.
The student measures the time for ten complete oscillations.
(a) State the name of a measuring device for timing the oscillations.
.............................................................................................................................................. [1]
(b) State a reason why the student measures the time for ten oscillations, rather than for one.
.............................................................................................................................................. [1]
(c) The student repeats the procedure. His results are shown in the table.
results time for ten complete oscillations / seconds
1st 3.93
2nd 4.07
3rd 3.55
4th 3.99
(i) One of the results is incorrect. On the table, draw a ring around the incorrect result. [1]
(ii) Calculate the average value for the time for ten complete oscillations.
average time = ................................................... s [2]
(iii) Determine the time for one complete oscillation. State your answer to two significant
figures.
time = .................................................... s [1]
[Total: 6]
© UCLES 2017 0625/31/O/N/17

3
2 Fig. 2.1 shows a river flowing through a village. There are two bridges across the river.
bridge X
direction of flow
bridge Y
Fig. 2.1
Two students plan to measure the speed of a stick as it floats on the river between bridge X
and bridge Y.
(a) The students plan to drop a stick into the middle of the river from bridge X. The stick moves
with the water between bridge X and bridge Y.
Describe how the students can determine the average speed of the stick.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
(b) The stick moves with constant speed.

One statement correctly describes the horizontal forces acting on the stick.
Put a tick (✓) in the box next to the correct statement.
Only a forward force acts.
The forward force and the backward force are equal.
The forward force is greater than the backward force.
The backward force is greater than the forward force.

[1]
[Total: 5]

4
3 Fig 3.1 shows a warning marker floating on the surface of a lake.
warning marker
surface of lake
metal chain
heavy object
bottom of lake
Fig. 3.1
The marker is attached by a metal chain to a heavy object on the bottom of the lake.
(a) Fig. 3.2 shows the forces acting on the marker at one moment in time.
280 N
250 N
Fig. 3.2
Calculate the resultant force on the marker.
resultant force = ........................................................ N
direction = ...........................................................
[2]
© UCLES 2017 0625/31/O/N/17

5
(b) Fig. 3.3 shows part of the metal chain. It is made from small metal loops.
Fig. 3.3
A damaged loop is removed from the chain. Describe a method to determine the density of
the metal from which the loops are made.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 7]

6
4 Fig. 4.1 shows two methods for generating electricity using renewable sources.
Fig. 4.1a Fig. 4.1b
Fig. 4.1
(a) Name the energy source for each method.
In Fig. 4.1a, the energy source is .............................................................................................
In Fig. 4.1b, the energy source is .............................................................................................

[2]
(b) (i) State two advantages of using renewable sources for generating electricity compared to
using a coal-fired power station.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...................................................................................................................................... [2]
(ii) State one disadvantage of using renewable sources for generating electricity compared
to using a coal-fired power station.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 5]
© UCLES 2017 0625/31/O/N/17

7
5 Complete the sentences. Choose from the words in the box.
solid liquid gas
The words may be used once, more than once or not at all.
(a) The atoms are usually arranged in regular patterns in a ..................... . [1]
(b) The state of matter with the lowest density is a ..................... . [1]
(c) Evaporation takes place when the most energetic molecules leave the surface of a
..................... . [1]
(d) A small force can change the volume of a ..................... . [1]
[Total: 4]

8
6 (a) Fig. 6.1 shows a ray of light inside a semi-circular glass block.
air
glass
Fig. 6.1
The angle of incidence at the straight surface is less than the critical angle for the glass.
On Fig. 6.1, continue the path of the ray. [2]
(b) Fig. 6.2 shows another ray of light inside a semi-circular glass block.
air
glass
Fig. 6.2
The angle of incidence at the straight surface is greater than the critical angle for the glass.
(i) On Fig. 6.2, continue the path of the ray. [2]

(ii) State the term used to describe what happens to the light when it strikes the straight
surface in Fig. 6.2.
...................................................................................................................................... [1]
© UCLES 2017 0625/31/O/N/17

9
(c) A wave on the surface of water approaches a barrier. There is a small gap in the barrier, as
shown in Fig. 6.3.
barrier
water
wave
gap
Fig. 6.3
On Fig. 6.3, draw three wavefronts that have passed through the gap. [2]
[Total: 7]

10
7 (a) Fig. 7.1 shows a man listening to a radio.
centre of loudspeaker
Fig. 7.1
(i) Sound from the radio makes an air particle at X vibrate.
On Fig. 7.1 draw two arrows on point X to show the directions of vibration of the air
particle. [2]
(ii) Which of these terms correctly describes the sound wave?
Tick one box.
transverse
longitudinal
electromagnetic [1]
(iii) Suggest a value for the frequency of the sound that the man can hear. State the unit.
frequency = ................................................................ [2]
(iv) Explain why the man cannot hear ultrasound.
...........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2017 0625/31/O/N/17

11
(b) Fig. 7.2 shows a distance-time graph for ultrasound travelling in sea-water.
1000
distance / m
800
600
400
200
0
0 0.20 0.40 0.60 0.80
time / s
Fig. 7.2
(i) Use the graph to calculate the speed of ultrasound in sea-water.
speed = ............................................. m / s [2]
(ii) A scientist measures the depth of the sea by using ultrasound. She sends a pulse of
ultrasound from the ship to the seabed. It reflects from the seabed as shown in Fig. 7.3.
reflection pulse of
ultrasound
Fig. 7.3
The time taken between sending a pulse and receiving the echo is 0.60 s. Use the graph
to determine the depth of the sea.
depth = ................................................. m [2]

[Total: 10]
12
8 Fig. 8.1 shows a plotting compass and a bar magnet. The plotting compass consists of a small
magnet in the shape of an arrow. The arrow can rotate freely on a pivot.
plotting
compass
pivot
bar magnet
Fig. 8.1
(a) Describe how to use this apparatus to identify the magnetic field pattern of the bar magnet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
© UCLES 2017 0625/31/O/N/17

13
(b) Fig. 8.2 shows a bar magnet.
N S
Fig. 8.2
On Fig. 8.2 draw the magnetic field pattern around the bar magnet. Use arrows to show the
direction of the field. [3]
[Total: 6]

14
9 A student investigates how the resistance of a thermistor changes with temperature.

Fig. 9.1 shows part of the circuit the student uses.
power
source
Fig. 9.1
(a) (i) On Fig. 9.1, label the thermistor. [1]

(ii) The student measures the potential difference (p.d.) across the thermistor.
On Fig. 9.1, draw a voltmeter symbol, correctly connected, to measure this potential
difference. [2]
(b) The student varies the temperature of the thermistor and measures the current in it.
Some of the results are shown in the table.
temperature of
20 40 60 80
thermistor / °C
current in thermistor / A 0.005 0.010 0.040
(i) The potential difference across the thermistor is 6.0 V.

Calculate the resistance of the thermistor when its temperature is 40 °C.
resistance = .................................................. Ω [3]
© UCLES 2017 0625/31/O/N/17

15
(ii) Describe and explain what happens to the current in the thermistor as the temperature of
the thermistor rises.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) Suggest a value for the current in the thermistor at 80 °C.
........................................................... A [1]
(c) At a different temperature, the resistance of the thermistor is 300 Ω and the resistance of the
variable resistor is 400 Ω.
Calculate the value of their combined resistance.
combined resistance = .................................................. Ω [1]
[Total: 10]

16
10 (a) A student investigates electromagnetic induction.
Fig. 10.1 shows the arrangement she uses.
wire
S
N
0
–2 +2 sensitive centre-zero meter
Fig. 10.1
When the student holds the wire stationary, as shown in Fig. 10.1, the reading on the meter is
zero.
She moves the wire down between the poles of the magnet. Then she holds it stationary and
then moves it up.
(i) The meter measures the size and direction of the induced electromotive force (e.m.f.).
On Fig. 10.2, draw the position of the pointer on the meter at each stage.
One has been done for you.
0 0 0
–2 +2 –2 +2 –2 +2
wire moving down wire stationary wire moving up

[2]
Fig. 10.2
(ii) Describe how the student could increase the size of the induced electromotive force
(e.m.f.).
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2017 0625/31/O/N/17

17
(b) A transformer is used near a power station.

There are 60 turns on the input coil and 660 turns on the output coil.
The input voltage is 25 000 V.
Calculate the output voltage.
output voltage = .................................................. V [3]
(c) State two advantages of high-voltage transmission of electrical energy.
1. ...............................................................................................................................................
2. .......................................................................................................................................... [2]
[Total: 9]

18
11 A nucleus of polonium-210 can be represented as 210Po.

84
(a) (i) State the number of protons in a nucleus of polonium-210 .......................................... [1]
(ii) State the number of neutrons in a nucleus of polonium-210 ........................................ [1]
(iii) State the number of electrons in a neutral atom of polonium-210 ............................... [1]
(b) Polonium-210 is radioactive. When polonium-210 decays it emits alpha radiation.
Name two other types of radiation emitted when radioactive elements decay.
........................................................... and ........................................................... [1]
(c) Polonium-210 has a half-life of 138 days.
A sample of polonium-210 has a mass of 0.4 g.
Calculate the time for the sample to decay until only 0.1 g of polonium-210 remains.
time = ............................................ days [3]
[Total: 7]
© UCLES 2017 0625/31/O/N/17

19
12 A scientist needs to reduce the risks when working with radioactive sources.
(a) Explain why radioactive sources can be dangerous.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) Describe how to reduce the risks when working with radioactive sources.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 4]
© UCLES 2017 0625/31/O/N/17

20
BLANK PAGE
© UCLES 2017 0625/31/O/N/17

PHYSICS 0625/31
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2017
1(a) stopwatch or stopclock B1
1(b) improved accuracy B1
1(c)(i) circle around 3rd OR 3.55 B1
1(c)(ii) 3.93 + 4.07 + 3.99 = 11.99 C1
(11.99 ÷ 3 =) 4.0 (s) A1
1(c)(iii) 0.40 (s) OR (c)(ii) ÷ 10 B1
2(a) Any four from: B4

Measure the distance between the two bridges
Start stopwatch when stick hits water / starts moving (with river)
stop stopwatch when stick reaches bridge Y
Use speed = distance ÷ time
repeat procedure and find average
2(b) 2nd box ticked B1

The forward force and the backward force are equal

PUBLISHED 2017
3(a) subtraction of forces to obtain resultant or 30 (N) B1
up(wards) B1
3(b) any five from: B5

measure mass (on top pan balance)
part fill measuring cylinder with water (and note volume)
submerge link in measuring cylinder
determine increase in volume
increase in volume = volume of link
use density = mass ÷ volume
Only award full marks for a viable method
4(a) 1 solar / Sun B1
2 wind B1
4(b)(i) any two from: B2

(renewable sources) are replaceable in a short time
no (atmospheric) pollution
conserves fossil fuels
do not contribute to global warming

no fuel costs
4(b)(ii) any one from: B1

dilute source of energy owtte
dependent on weather / intermittent supply

PUBLISHED 2017
5(a) solid B1
5(b) gas B1
5(c) liquid B1
5(d) gas B1
6(a) ray leaves glass at top surface B1
ray refracted away from normal B1
6(b)(i) ray reflected into glass B1
angle i = angle r by eye B1
6(b)(ii) total internal reflection B1
6(c) waves with arcs centred on gap B1
same wavelength B1

PUBLISHED 2017
7(a)(i) arrows horizontal / on line from radio to man B1
arrows in opposite direction B1
7(a)(ii) middle box ticked longitudinal B1
7(a)(iii) number in range 20–20 000 B1
hertz B1
7(a)(iv) (frequency of ultrasound) B1

is above human (hearing) range
7(b)(i) speed = dist ÷ time or any two corresponding values of distance ÷ time e.g. 600 ÷ 0.4 C1
1500 (m / s) A1
7(b)(ii) 900 (m) read from graph C1
depth = 450 (m) A1

PUBLISHED 2017
8(a) Any 3 from: B3

compass placed near magnet
direction of compass needle marked
change position of compass
repeat (above procedure)
join points( to show field lines) owtte
8(b) complete curved lines drawn in correct pattern B1
No lines crossing / symmetrical pattern B1
Correct direction indicated by arrow B1
9(a)(i) Thermistor correctly identified B1
9(a)(ii) correct symbol for voltmeter B1
Voltmeter in parallel with thermistor B1
9(b)(i) V= IR C1
(R) = 6.0 ÷ 0.010 C1
600 (ohms or Ω) A1
9(b)(ii) Resistance is decreasing B1
So current will increase B1
9(b)(iii) Current greater than 0.04 (A) B1
9(c) 700 (ohms or Ω) B1

PUBLISHED 2017
10(a)(i) Pointer(s) not on zero B1
Pointers in opposite directions B1
10(a)(ii) Any 2 from:
Increase speed of wire B2
wrap wire into a coil
Increase strength of magnet
10(b) Ns/Np = Vs/Vp OR 660 ÷ 60 = Vs ÷ 25 000 C1
Vs or output voltage = (660 / 60) × 25 000 = 11 × 25 000 C1
275 000 (V) A1
10(c) Any 2 from:
Reduced energy / power losses B2
Smaller conductors needed
Reduced voltage drop (across cable)

PUBLISHED 2017
11(a)(i) 84 B1
11(a)(ii) 126 B1
11(a)(iii) 84 B1
11(b) beta and gamma OR gamma and beta B1
11(c) 0.4 ÷ 2 = 0.2 C1
AND 0.2 ÷ 2 = 0.1 or 2 × 138 C1
276 (days) A1
12(a)(i) (They) emit ionising radiation B1
(which) damage DNA/cells/cause tumours/cancers B1
12(a)(ii) Any 2 from:
reduce exposure time B2
keep source at distance
use of suitable shielding
monitor exposure to radiation

* 2 9 3 9 1 8 7 0 1 4 *
PHYSICS 0625/41
1 hour 15 minutes

DC (LK/SG) 133346/7
2
1 Fig. 1.1 shows the speed-time graph for the motion of a car.
20
speed
m/s
15
10
0
0 10 20 30 40
time / s
Fig. 1.1
The mass of the car is 1200 kg.
(a) Calculate, for the first 20 s of the motion,
(i) the distance travelled by the car,
distance = ...........................................................[2]
(ii) the acceleration of the car,
acceleration = ...........................................................[2]
(iii) the resultant force acting on the car.
resultant force = ...........................................................[2]
(b) Describe the motion of the car in the period of time from 25 s to 40 s.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 7]
© UCLES 2017 0625/41/O/N/17
3
2 (a) State Hooke’s Law.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) For forces up to 120 N, a spring obeys Hooke’s Law.
A force of 120 N causes an extension of 64 mm.
(i) On Fig. 2.1, draw the force-extension graph for the spring for loads up to 120 N. [1]
150
force / N
100
50
0
0 20 40 60 80
extension / mm
Fig. 2.1
(ii) Calculate the spring constant k of the spring.
k = ...........................................................[2]
(c) A student makes a spring balance using the spring in (b). The maximum reading of this
balance is 150 N.
The student tests his balance with a known weight of 140 N. He observes that the reading of
the balance is not 140 N.
Suggest and explain why the reading is not 140 N.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]

4
3 All the sides of a plastic cube are 8.0 cm long. Fig. 3.1 shows the cube.
8.0 cm
The mass of the cube is 0.44 kg.
(a) Explain what is meant by mass.
...............................................................................................................................................[1]
(b) (i) Calculate the density of the plastic from which the cube is made.
density = ...........................................................[2]
(ii) The density of one type of oil is 850 kg / m3.
State and explain whether the cube floats or sinks when placed in a container of this oil.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) On the Moon, the weight of the cube is 0.70 N.
(i) Calculate the gravitational field strength on the Moon.
gravitational field strength = ...........................................................[2]
© UCLES 2017 0625/41/O/N/17

5
(ii) In a laboratory on the Moon, the plastic cube is held stationary, using a clamp, in a
beaker of the oil of density 850 kg / m3.
The arrangement is shown in Fig. 3.2.
clamp
cube
3.0 cm clamp
stand
oil
bench
Fig. 3.2
The lower face of the cube is 3.0 cm below the surface of the oil.
Use your answer to (c)(i) to calculate the pressure due to the oil on the lower face of the
cube.
pressure = ...........................................................[2]
[Total: 8]

6
4 Fig. 4.1 shows a balloon filled with helium that is used to lift measuring instruments to a great
height above the Earth’s surface.
Fig. 4.1
(a) Explain, in terms of momentum, how the atoms of helium produce a force on the wall of the
balloon.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) At ground level, the pressure of the helium in the balloon is 1.0 × 105 Pa. The volume occupied
by the helium is 9.6 m3.
The balloon is released and it rises quickly through the atmosphere. The volume occupied by
the helium increases, but the temperature of the helium may be assumed to stay constant.
(i) Explain, in terms of the helium atoms in the balloon, why the pressure in the balloon is
smaller than at ground level.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Calculate the pressure of the helium when it occupies a volume of 12 m3.
pressure = ...........................................................[2]
[Total: 7]
© UCLES 2017 0625/41/O/N/17

7
5 (a) A wave passes through a gap in a barrier. The wavelength of the wave is the same magnitude
as the width of the gap in the barrier.
Tick one box to indicate what happens to the wave.
diffraction and dispersion

diffraction only
dispersion only
refraction and diffraction
refraction and dispersion
refraction only
[1]
(b) Fig. 5.1 shows six wavefronts of a wave travelling on the surface of deep water. The wave is
incident on a boundary with a region where the water is shallow.
boundary
direction
of wave
deep water shallow

water
Fig. 5.1
(i) On Fig. 5.1, draw the wavefronts of the wave in the shallow water where the wave travels
more slowly. [2]
(ii) The depth of the shallow water is now changed so that the speed of the wave in the
shallow water is 0.60 m / s. The speed of the wave in the deep water is 0.80 m / s.
The distance between successive wavefronts in the deep water is 1.4 cm.
Calculate the wavelength of the wave in the shallow water.
wavelength = ...........................................................[4]
[Total: 7]

8
6 (a) The left-hand column of the table shows some possible speeds of a sound wave.
In the right-hand column, write down the medium in which a sound wave has this speed.
Choose from solid, liquid or gas.
speed of sound wave medium

m/s
1500
5000
300
[2]
(b) Fig. 6.1 represents a series of compressions and rarefactions of a sound wave.
Fig. 6.1
(i) On Fig. 6.1, mark, with the letters X and Y, the mid-points of two rarefactions. [1]
(ii) State, in terms of pressure, what is meant by a rarefaction.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Astronauts set up a mirror on the Moon’s surface. A laser beam is transmitted from the Earth’s
surface to the mirror and is then reflected back to Earth.
On a certain day, the time between transmitting the beam from a point on the Earth’s surface
and receiving the reflected signal at the same point is 2.56 s.
The speed of the laser beam is 3.00 × 108 m / s.
Calculate the distance between the Earth’s surface and the Moon’s surface.
distance = ...........................................................[3]
[Total: 7]
© UCLES 2017 0625/41/O/N/17

9
7 (a) Fig. 7.1 shows a converging lens and its principal axis. The points labelled F are each a
principal focus of the lens.
F F
Fig. 7.1
On Fig. 7.1, draw two rays from the top of the object O, to locate the image of O.
Label the image I. [3]
(b) Underline three of the terms below to describe the nature of the image produced by a
converging lens used as a magnifying glass.
diminished enlarged inverted real same size upright virtual
[2]
(c) Fig. 7.2 shows the path of a ray of red light passing through a glass prism.
prism
air
Fig. 7.2
A ray of green light enters the prism along the same path as the ray of red light.
On Fig. 7.2, draw the path of the ray of green light as it passes through the prism and emerges
into the air. [2]
[Total: 7]

10
8 (a) Describe a renewable process by which electrical energy is obtained from the energy stored
in water. You may draw a diagram in the space.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Explain why the process described in (a) can be regarded as renewable.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Explain whether the Sun is the source of the energy stored in the water in (a).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
© UCLES 2017 0625/41/O/N/17

11
9 Fig. 9.1 shows a circuit with three 1.5 V cells.
A H
C 3.0 Ω D
B G
E F
6.0 Ω
Fig. 9.1
(a) Calculate
(i) the total electromotive force (e.m.f.) of the cells,
e.m.f. = ...........................................................[1]
(ii) the total resistance of the circuit,
resistance = ...........................................................[3]
(iii) the current in the 3.0 Ω resistor.
current = ...........................................................[2]
(b) State, using the letters in Fig. 9.1, how you would connect
(i) an ammeter to measure the total current in the circuit,
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) a voltmeter to measure the potential difference (p.d.) across the 6.0 Ω resistor.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
12
10 (a) (i) Draw the circuit symbol for a diode.
[1]
(ii) State the function of a diode.
.......................................................................................................................................[1]
(b) Fig. 10.1 shows the proposed system for charging the battery of an electric toothbrush.
battery
+ –
handle of
toothbrush
B
coil X
coil Y
230 V
base of
a.c.
charger
Fig. 10.1
The handle of the brush contains the battery and a coil X. The circuit from coil X to the battery
is not shown.
The base of the charger contains a coil Y, wound on an iron core, connected to the a.c. mains
supply.
To charge the battery, the handle is lowered so that coil Y is inside coil X.
Fig. 10.1 shows the direction needed for the charging current at the battery.
© UCLES 2017 0625/41/O/N/17

13
(i) On Fig. 10.1, complete the circuit from terminals A and B of coil X to the battery.
Include a diode. [2]
(ii) Explain how an alternating voltage is produced in coil X.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 7]

14
11 The radioactive isotope carbon-14 (146 C) emits β-particles as it decays.
(a) The decay of carbon-14 produces an isotope of nitrogen (N).
(i) State the nature of a β-particle and state where it is produced.
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Complete the nuclide equation for the radioactive decay of carbon-14.
..... .....
..... β
14 C
6 ..... N + [3]
(b) The half-life of carbon-14 is 5700 years.
Explain what is meant by the term half-life.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) A workman operates a machine that uses β-particles to determine the level of liquid in a
plastic water bottle that is being filled.
Suggest why
(i) α-particles are not suitable for the same purpose,
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) γ-rays are not suitable for the same purpose.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
© UCLES 2017 0625/41/O/N/17

15
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© UCLES 2017 0625/41/O/N/17

16
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© UCLES 2017 0625/41/O/N/17

PHYSICS 0625/41
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED 2017
1(a)(i) Distance = area under graph OR 0.5 × 20 × 13 C1
130 m A1
1(a)(ii) (a =) (v – u) / t OR (a =) v / t OR 13 / 20 C1
0.65 m / s2 A1
1(a)(iii) (F =) ma OR 1200 × 0.65 C1
= 780 N A1
1(b) Acceleration decreases OR rate of increase of speed decreases OR speed increases at a lower rate B1
2(a) Extension of a spring is (directly) proportional to load / force / weight OR F = ke where e is extension B1
2(b)(i) Straight line drawn from origin to (64 mm, 120 N) B1
2(b)(ii) F = ke in any form OR 120 / 64 OR 120 / 6.4 OR 120 / 0.064 C1
c.a.o. 1.9 N / mm OR 19 N / cm OR 1900 N / m A1
2(c) Above 120 N / at 140 N, the spring does not obey Hooke’s law B1
OR the extension is not proportional to the load / weight / force
The elastic limit / limit of proportionality of the spring has been exceeded B1

PUBLISHED 2017
3(a) (Measure of) quantity / amount of matter OR (property) that resists change in motion / speed / momentum B1
OR measure of a body’s inertia
3(b)(i) d = m / V OR in words OR 0.44 / 0.0803 OR 0.44 / 5.12 × 10–4 OR 440 / 83 OR 440 / 512 OR 0.44 / 83 OR 0.44 / 512 C1
0.86 g / cm3 OR 860 kg / m3 OR 8.6 × 10–4 kg / cm3 A1
3(b)(ii) Sinks OR does not float AND (cube) denser (than oil) B1
3(c)(i) W = mg OR (g =) W / m OR 0.70 / 0.44 C1
1.6 N / kg A1
3(c)(ii) (P =) hdg OR 0.030 × 850 × 1.6 C1
41 Pa A1
4(a) Atoms collide with wall (and rebound) OR atoms rebound from wall B1
(Atoms) undergo change of momentum C1
Force on wall = (total) rate of change of momentum (of atoms) A1

OR = change of momentum (of atoms) per second
OR = change of momentum (of atoms) / time
4(b)(i) Fewer atoms per unit volume OR density of gas less B1
Rate of collision (with walls of balloon) decreases OR Fewer collisions per unit area B1
4(b)(ii) PV = constant OR P1V2 = P2V 2 OR (P2 =) P1V1 / V2 OR 1.0 × 105 × 9.6 / 12 C1
8.0 × 104 Pa A1

PUBLISHED 2017
5(a) Tick 2nd box only B1
5(b)(i) At least 3 parallel wavefronts in shallow water sloping upwards from left to right B1
Wavefronts in shallow water meet wavefronts in deep water B1
5(b)(ii) Indication that frequency is same in deep and shallow water C1
In deep water v = fλ in any form OR (f =) v / λ OR 80 / 1.4 C1
= 57.1 (Hz) C1
Wavelength in shallow water = v / f OR 60 / 57.1 = 1.05 cm A1
OR
speed in deep water / speed in shallow water = 0.80 / 0.60 (C1)
= 1.33 (C1)
(f is constant so) λ in deep water / λ in shallow water = 1.33 (C1)
λ in shallow water = 1.4 / 1.33 = 1.05 cm (A1)

PUBLISHED 2017
6(a) 1500 m / s liquid B2

5000 m / s solid
300 m / s gas
6(b)(i) X and Y marked at centres of any two rarefactions B1
6(b)(ii) Area of low pressure or low density (of atoms) or where atoms / molecules far apart B1
6(c) v = = d / t or 2 d / t in any form C1
d = v t / 2 OR 3.0 × 108 × 2.56 / 2 C1
3.84 × 108 m OR 3.84 × 105 km A1
7(a) One ray with correct path through lens B1
Another ray with correct path through lens B1

Rays intersect to right of F and below axis, inverted image
drawn and labelled I B1
7(b) enlarged, upright and virtual only underlined or ringed B2
Two of above descriptions underlined B1
7(c) On entering prism: green ray deflection more than red ray and above normal B1
On leaving prism: diverging downwards from red ray and not along surface of prism B1

PUBLISHED 2017
8 Hydroelectric
8(a) Hydroelectric named OR water from behind dam B1
K.E. of (falling) water used / P.E. of stored water B1
Turbine / waterwheel / paddle wheel operated B1
(Turbine) turns / drives a generator (that produces electricity) B1
8(b) Rain (fills lakes in high places) B1
Cause of rain is the Sun, so renewable B1
8(c) Sun evaporates water from sea etc. to fall (later) as rain B1
Sun is the source of energy. B1
8 Tidal flow
8(a) Tides / tidal flow named B1
K.E. of water used B1
8(b) Moon (and Sun) causes tides B1
Moon (and Sun) permanently in place, so renewable B1
8(c) Attraction due to Moon’s (and Sun’s) gravity causes tides B1
Sun is a source of (part of) the energy OR Sun is not the primary source of energy B1

PUBLISHED 2017
8 Waves
8(a) Waves on surface of sea B1
K.E. of water used to oscillate a floating mechanism B1
8(b) Wind causes waves B1
Sun causes wind, so renewable B1
8(c) Winds are air currents caused by thermal energy / heat from the Sun B1
Sun is the source of energy B1

PUBLISHED 2017
9(a)(i) (3 × 1.5 =) 4.5 V B1
9(a)(ii) 1 / R = 1 / R1 + 1 / R2 OR R = 1 / (1 / R1 + 1 / R2) OR (R =) R1R2 / (R1 + R2) C1
Correct substitution of 3 and 6 C1
(R =) 2.0 Ω A1
9(a)(iii) V = IR in any form OR (I =) V / R OR 4.5 / 3 C1
1.5 A A1
OR
I total = 4.5 / 2 = 2.25 A (C1)
For 3 Ω, I = 2.25 × 6 / 9 = 1.5 A (A1)
9(b)(i) Connect ammeter (in wire) from A to B OR from H to G B1
9(b)(ii) Connect voltmeter (terminals) to A and H OR B and G OR C and D OR E and F B1

PUBLISHED 2017
10(a)(i) B1
10(a)(ii) To allow flow (of current) in one direction B1
10(b)(i) Wire from B to + or – terminal of battery and wire from A to other terminal of battery B1
Diode to allow current in at + terminal or out at – terminal B1
10(b)(ii) Alternating current in coil Y sets up alternating magnetic field OR causes change in magnetic flux B1
Alternating field / change in flux cuts coil X OR Alternating field links with coil X B1
(Alternating) voltage / current is induced in coil X B1

OR (Alternating) voltage / current is produced in coil X by electromagnetic induction

PUBLISHED 2017
11(a)(i) An electron M1
In / from / by the nucleus A1
11(a)(ii) Proton numbers balance on left and right sides of equation B1
Nucleons numbers balance on left and right sides of equation B1
0 B1
β
−1
11(b) Time for activity / count rate / number of nuclei / number of atoms to halve B1
11(c)(i) α-particles would be stopped / absorbed by the plastic / bottle B1
11(c)(ii) γ-rays would not be absorbed by the liquid / bottle OR reading not reduced (in passing through liquid / bottle) B1
OR very penetrative so no change in detector reading

PHYSICS 0625/51
* 5 4 6 6 4 4 4 8 0 5 *
email [email protected]
phone +44 1223 553554
fax +44 1223 553558
DC (NH) 133343/5
2
The order in which a given candidate attempts the four questions is immaterial. It is suggested
that candidates spend about 20 minutes on each of questions 1 to 3 and about 15 minutes on
question 4.
The purpose of the Physics Practical Test is to find out whether the candidates can carry out simple
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such a
candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked to
cooperate with the Examiners to the extent of being ready to give (or allow the physics teacher to give)
a hint to a candidate who is unable to proceed.
© UCLES 2017 0625/51/CI/O/N/17

3
Question 1

(iii) A 200 g mass, labelled P. See notes 2 and 3.
(iv) Masses of 100 g, 200 g, 300 g, 400 g and 500 g labelled 1.0 N, 2.0 N, 3.0 N, 4.0 N and 5.0 N,
respectively. See note 2.
Notes
1. If the metre rule has two scales in opposite directions, one scale must be taped over.
2. Any suitable masses that can rest on the metre rule can be used.
3. The value of the mass of P must not be visible to the candidates.
Remove the masses from the rule.

Remove the metre rule from the pivot.

4
Question 2
(i) Power supply of approximately 1.5 V–3 V. Where candidates are provided with a power
supply with a variable output voltage, the voltage must be set by the Supervisor and fixed
(e.g. taped). See note 2.
(ii) Three resistors of nominal value 4.7 Ω with a power rating of at least 2 W. See note 3.
(iv) Ammeter capable of reading up to 1.00 A, with a resolution of at least 0.05 A. See note 4.
(v) Voltmeter capable of measuring the supply p.d. with a resolution of at least 0.1 V. See note 4.
Notes
1. The circuit is to be connected by the Supervisor as shown in Fig. 2.1.
power
supply
RA
Fig. 2.1
cells must be available.
3. The resistors must be labelled RA, RB and RC. The values of resistance must not be visible to
the candidates. The resistors must have suitable terminals so that candidates are able easily and
quickly to rearrange the circuit.
4. Either analogue or digital meters are suitable. Any variable settings must be set by the Supervisor
5. Spare leads should be available.

© UCLES 2017 0625/51/CI/O/N/17

5
Question 3
(i) Converging lens, focal length approximately 15 cm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Fig. 3.1). The hole is to be
covered with thin, translucent paper (e.g. tracing paper). See note 2.
(v) A 12 V, 24 W lamp and holder. A 12 V power supply. Spare lamps should be available.
translucent paper
adhesive tape
1.5 cm
card (screen)
support
card
Fig. 3.1 Fig. 3.2
Notes
power (a car headlamp bulb is suitable), with a suitable power supply.
Question 4

6
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© UCLES 2017 0625/51/CI/O/N/17

7
0625/51
General
in the scripts;

8
CENTRE NO. ..........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ......................................................
Supervisor
© UCLES 2017 0625/51/CI/O/N/17

* 4 6 0 6 2 5 4 8 5 7 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (NH/AR) 133341/5
2
1 In this experiment, you will determine the weight of a load using a balancing method.
metre rule
P Q
a b
bench
pivot
Fig. 1.1
(a) Place the metre rule on the pivot and adjust its position so that the metre rule is as near as
possible to being balanced. The 30.0 cm mark must be on the left-hand side of the pivot. The
metre rule must remain at this position on the pivot throughout the experiment.
Place the load P on the metre rule so that its centre is exactly at the 30.0 cm mark on the
metre rule.
Record the distance a between the 30.0 cm mark and the pivot.
a = ..................................................... cm [1]
(b) Place a load Q on the metre rule and adjust the position of Q so that the metre rule is as near
as possible to being balanced. Load Q has a weight Q of 1.0 N.
(i) Measure the distance b between the centre of load Q and the pivot. Record the weight Q
and the distance b in Table 1.1.
(ii) Repeat the procedure, with the load P remaining at the 30.0 cm mark, using Q values of
2.0 N, 3.0 N, 4.0 N and 5.0 N. Record all the readings in the table.
Table 1.1
Q/N b / cm 1 1
Q N
1
(iii) For each value of Q, calculate and record the result in the table.
Q
[3]
© UCLES 2017 0625/51/O/N/17

3
(c) Plot a graph of b / cm (y-axis) against 1 1 (x-axis).

Q N
[4]
G = ...........................................................[2]
G
(e) Calculate the weight P of load P using the equation P = .
a
P = ...........................................................[1]
[Total: 11]

4
2 In this experiment, you will investigate resistance.
power
supply
RA
Fig. 2.1
(a) (i) Switch on. Measure and record the potential difference V1 across the resistor RA and the
current I1 in the circuit.
V1 = ...............................................................
I1 = ...............................................................
[2]
V1
(ii) Switch off. Calculate the resistance R1 of the resistor RA using the equation R 1 = .
I1
R1 = ...........................................................[1]
(b) Disconnect the voltmeter.
Connect the resistor RB in series with RA.
Connect the voltmeter across the two resistors RA and RB. Switch on.
(i) Measure and record the potential difference V2 across resistors RA and RB combined
and the current I2 in the circuit.
V2 = ...............................................................
I2 = ...............................................................
(ii) Switch off. Calculate the resistance R2 of resistors RA and RB combined in series, using
V
the equation R 2 = 2 .
I2
R2 = ...............................................................
[1]
© UCLES 2017 0625/51/O/N/17
5
(c) Disconnect the voltmeter.
Connect the resistor RC in series with RA and RB.
Connect the voltmeter across all three resistors. Switch on.
(i) Measure and record the potential difference V3 across the three resistors and the current
I3 in the circuit.
V3 = ...............................................................
I3 = ...............................................................
[1]
(ii) Switch off. Calculate the resistance R3 of resistors RA, RB and RC combined in series,
V3
using the equation R 3 = .
I3
R3 = ...........................................................[1]
(d) A student suggests that R3 = 3 × R1.
State whether your results agree with this suggestion. Justify your answer by reference to
your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[1]
(e) Another student suggests that the three resistors, RA, RB and RC, have the same value of
resistance.
Explain how you could use the circuit shown in Fig. 2.1 to check this suggestion.
You are not required to carry out this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]

6
(f) Complete the circuit diagram in Fig. 2.2 to show:
• the three resistors connected in parallel
• the voltmeter connected to measure the potential difference across the resistors
• a variable resistor connected to control the current in all three resistors.
power
supply
Fig. 2.2
[2]
(g) The circuit in Fig. 2.2 could be used to determine the combined resistance of three resistors
connected in parallel.
Suggest a reason for connecting a variable resistor in the circuit.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]
© UCLES 2017 0625/51/O/N/17

7
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8
3 In this experiment, you will determine the focal length f of a lens.
D
illuminated
object u v
screen
lens
bench
Fig. 3.1
(a) Place the centre of the lens at a distance u = 20.0 cm from the illuminated object.
Place the screen close to the lens and move it away from the lens until a sharply-focused
image is formed on the screen.
• Measure the distance v from the centre of the lens to the screen. Record v in Table 3.1.
• Calculate uv and record the result in the table.
• Measure and record in the table the distance D from the illuminated object to the screen.
[3]
(b) Repeat the steps in (a) with the lens at a distance u = 30.0 cm from the illuminated object.
Record all the readings in the table.
Table 3.1
u / cm v / cm uv / cm2 D / cm

20.0
30.0
[2]
(c) State one difference that you observe between the image formed on the screen when
u = 20.0 cm and when u = 30.0 cm.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/51/O/N/17

9
(d) (i) Use the results in the first row of the table to calculate a value f1 for the focal length of the
uv
lens. Use the equation f1 = .
D
f1 = ...............................................................
(ii) Use the results in the second row of the table to calculate a value f2 for the focal length of
uv
the lens. Use the equation f2 = .
D
f2 = ...............................................................
[1]
(iii) Calculate the average value fA for the focal length of the lens. Give your answer to a
suitable number of significant figures for this experiment.
fA = ...............................................................
[2]
(e) Suggest two reasons why the results you have obtained may not be reliable.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]

10
4 A student is investigating whether the diameter of a pendulum bob affects the period of a
pendulum. The period is the time taken for one complete oscillation of the pendulum. Fig. 4.1
shows a pendulum.
Fig. 4.2 shows one complete oscillation.
stand
clamp
thread
bob
one complete
oscillation
Fig. 4.1 Fig. 4.2
The student has the following apparatus:
pendulum bobs made of polystyrene with diameters 1 cm, 2 cm, 3 cm, 4 cm and 5 cm
a supply of thread and a pair of scissors
clamp and stand
Plan an experiment to investigate whether the diameter of a pendulum bob affects the period of a
pendulum. You are not required to carry out this experiment.
You should:
• list additional apparatus that you would require
• draw a table with column headings, to show how you would display your readings (You
are not required to enter any readings in the table.)
• explain briefly how you would use your readings to reach a conclusion.
© UCLES 2017 0625/51/O/N/17

11
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
© UCLES 2017 0625/51/O/N/17

12
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© UCLES 2017 0625/51/O/N/17

PHYSICS 0625/51
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED 2017
1(a) a = 19 – 21 1
1(b)(i) Q values 1.(0), 2.(0), 3.(0), 4.(0), 5.(0) 1
1(b)(ii) b values all less than 50 cm and decreasing 1
1(b)(iii) Correct 1 / Q values 1.(0), 0.5(0), 0.33(3), 0.25, 0.2(0) 1
1(c) Graph:
Axes correctly labelled 1
Suitable scales 1
1(d) Triangle method clearly shown on graph 1
At least half line used for triangle method and G recorded 1
1(e) P correct calculation of G / a and in range 1.8 – 2.0 1

PUBLISHED 2017
2(a)(i) V to at least 1 dp and < 3 V 1
I to at least 2dp and < 1 A 1
2(a)(ii) R1 correct 1
2(b)(i),(ii) New values of V and I and R2 correct 1

AND
2 × R1 ± 10%
2(c)(i) New values of V and I with I3 < I2 1
2(c)(ii) R3 present and V, I, R units seen at least once and not contradicted 1
2(d) Statement to match readings 1

AND
Justification to include the idea of within (or beyond, ecf) the limits of experimental accuracy
2(e) Determine each resistance in turn 1
2(f) Three resistors in parallel, voltmeter in parallel with resistors and correct symbols for voltmeter and resistors 1
Variable resistor in series, correct symbol in a workable circuit 1
2(g) Repeat with different currents 1

PUBLISHED 2017
3(a) Table:
v = in range 45 – 80 1
uv correct 1
D = u + v ± 1 cm 1
3(b) v = in range 25 – 35 1
D = u + v ± 1 cm 1
3(c) One from: 1

Different size / Different brightness
Sharpness / clearness / coloured edges
3(d)(i),(ii) f values both rounding to 14 – 16 (cm) 1
3(d)(iii) fA correct 1
3(e) Any two from: 2

Difficulty deciding exact position of sharpest image
Difficulty measuring to centre of lens
Product uv increases problem
Image edges blurred / not clear
Insufficient sets of results

PUBLISHED 2017
4 MP1 Stopwatch (or equivalent) AND (metre) rule / ruler 1
MP2 Measure time for 5 (+) oscillations 1
MP3 Divide by number of oscillations to find period (T) 1
MP4 Repeat for each bob 1
MP5 Variable; one from: 1

Initial amplitude / starting position
Length of pendulum / thread
Number of oscillations
MP6 Table with column headings for t, or period (T), or both AND d, with correct units 1
MP7 Conclusion: 1
Plot graph(s) of d against period (T) or t (or vice versa)
OR compare period (T) or t values for different diameters

* 0 3 3 7 2 6 0 1 9 8 *
PHYSICS 0625/61
1 hour

DC (NH/AR) 133344/5
2
1 A student is investigating resistance using the circuit shown in Fig. 1.1.
power
supply
RA
Fig. 1.1
(a) The student measures the potential difference V1 across the resistor RA and the current I1 in
the circuit. Figs. 1.2 and 1.3 show the voltmeter and ammeter scales.
4 5 6 7 0.4 0.6
2 3 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 1.2 Fig. 1.3
(i) Write down the readings shown on the scales in Figs. 1.2 and 1.3.
V1 = ...............................................................
I1 = ...............................................................
[2]
V1
(ii) Calculate the resistance R1 of the resistor RA using the equation R 1 = .
I1
R1 = .......................................................... [1]
© UCLES 2017 0625/61/O/N/17

3
(b) The student connects a resistor RB in series with RA.
She measures the potential difference V2 across the two resistors RA and RB combined and
the current I2 in the circuit.
1.8 V
V2 = ...............................................................
0.19 A
I2 = ...............................................................
Calculate the resistance R2 of resistors RA and RB combined in series, using the equation
V2
R2 = .
I2
R2 = ...........................................................[1]
(c) The student connects a third resistor RC in series with RA and RB.
She measures the potential difference V3 across the three resistors and the current I3 in the
circuit.
1.7 V
V3 = ...............................................................
0.13 A
I3 = ...............................................................
(i) Calculate the resistance R3 of resistors RA, RB and RC combined in series, using the
V3
equation R 3 = .
I3
R3 = ...............................................................

4
(ii) On Fig. 1.4, draw a line for the needle on the ammeter to show the reading of 0.13 A.
0.4 0.6
0.2 0.8
0 1.0
[1]
Fig. 1.4
(d) A student suggests that R3 = 3 × R1.
State whether the results agree with this suggestion. Justify your answer by reference to the
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[1]
(e) Another student suggests that the three resistors RA, RB and RC each have the same value
of resistance.
Explain how you could use the circuit shown in Fig. 1.1 to check this suggestion.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/61/O/N/17

5
(f) Complete the circuit diagram in Fig. 1.5 to show:
power
supply
Fig. 1.5
[2]
(g) The circuit in Fig. 1.5 could be used to determine the combined resistance of three resistors
connected in parallel.
Suggest a reason for connecting a variable resistor in the circuit.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]

6
2 A student is determining the focal length f of a lens.

Fig. 2.1 shows the apparatus used.
d
illuminated
object u v
screen
lens
bench
Fig. 2.1
(a) The student obtains a sharply-focused image on the screen.
(i) On Fig. 2.1, measure the distance v from the lens to the screen.
v = ...............................................................
(ii) On Fig. 2.1, measure the distance d from the illuminated object to the screen.
d = ...............................................................
[2]
(i) Calculate V, the actual distance from the lens to the screen. Record the value of V in the
first row of Table 2.1.
(ii) Calculate D, the actual distance from the illuminated object to the screen. Record the
value of D in the first row of the table.
(iii) Calculate UV and record the result in the table.
[2]
(c) The student repeated the procedure with the lens at a distance U = 30.0 cm from the
illuminated object. All the readings are recorded in the table.
Table 2.1
U / cm V / cm UV / cm2 D / cm
20.0
30.0 29.5 885 59.5
State one difference that you would expect to observe between the image formed on the
screen when U = 20.0 cm and when U = 30.0 cm.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/61/O/N/17

7
(d) (i) Use the results in the first row of the table to calculate a value f1 for the focal length of the
UV
lens. Use the equation f1 = .
D
f1 = ...............................................................
(ii) Use the results in the second row of the table to calculate a value f2 for the focal length of
UV
the lens. Use the equation f2 = .
D
f2 = ...............................................................
(iii) Calculate the average value fA for the focal length of the lens. Give your answer to a
suitable number of significant figures for this experiment.
fA = ...............................................................
[3]
(e) Suggest two reasons why it may be difficult to obtain reliable results in this experiment.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(f) A student states that a more reliable value for the focal length is obtained if more values of U,
V and D are collected, enabling a graph to be drawn of UV against D.
(i) Suggest a suitable number of values for U.
...........................................................................................................................................
(ii) Suggest a suitable range of values for U.
...........................................................................................................................................
[2]
[Total: 12]

8
3 A student is investigating whether the diameter of a pendulum bob affects the period of a
pendulum. The period is the time taken for one complete oscillation of the pendulum. Fig. 3.1
shows a pendulum.
Fig. 3.2 shows one complete oscillation.
stand
clamp
thread
bob
one complete
oscillation
Fig. 3.1 Fig. 3.2
The student has the following apparatus:
pendulum bobs made of polystyrene with diameters 1 cm, 2 cm, 3 cm, 4 cm and 5 cm
a supply of thread and a pair of scissors
clamp and stand.
Plan an experiment to investigate whether the diameter of a pendulum bob affects the period of a
pendulum.
You should:
• list additional apparatus that you would require
• draw a table with column headings, to show how you would display your readings (You
are not required to enter any readings in the table.)
• explain briefly how you would use your readings to reach a conclusion.
© UCLES 2017 0625/61/O/N/17

9
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]

10
4 A student is determining the weight of a load using a balancing method.
Fig. 4.1 shows the apparatus used.
metre rule
P Q
a b
bench
pivot
Fig. 4.1
The student places the metre rule on the pivot and adjusts its position so that the metre rule is as
near as possible to being balanced.
He places a load P on the metre rule so that its centre is exactly at the 30.0 cm mark.
He records the distance a between P and the pivot.
19.8 cm
a = ...............................................................
He places a load Q of weight Q = 1.0 N on the metre rule and adjusts the position of Q so that the
metre rule is as near as possible to being balanced.
He measures the distance b between the centre of load Q and the pivot.
He repeats the procedure, with the load P remaining at the 30.0 cm mark, using Q values of 2.0 N,
3.0 N, 4.0 N and 5.0 N. All the readings are recorded in Table 4.1.
Table 4.1
Q/N b / cm 1 1
Q N
1.0 40.0
2.0 19.5
3.0 13.5
4.0 10.5
5.0 7.5
1
(a) For each value of Q, calculate and record the result in the table. [1]
Q
© UCLES 2017 0625/61/O/N/17

11
(b) Plot a graph of b / cm (y-axis) against 1 1 (x-axis).

Q N
[4]
(c) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ...........................................................[2]
G
(ii) Calculate the weight P of load P using the equation P = , where a = 19.8 cm.
a
P = ...........................................................[1]

12
(d) The student measures the weight P of load P using a forcemeter. Fig. 4.2 shows the
forcemeter.
N
0.0
1.0
2.0
load P
Fig. 4.2
Write down the reading P shown on the forcemeter.

P = ....................................................... N [1]
(e) The student has carried out the experiment with care and is expecting the two values of P in
(c) and (d) to be the same.
Suggest two reasons why the values of P may be different.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
© UCLES 2017 0625/61/O/N/17

PHYSICS 0625/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED 2017
1(a)(i) 1.8 (V) 1
0.38 (A) 1
1(a)(ii) R1 4.74 (4.737, 4.7) 1
1(b) R2 = 9.47 OR 9.5 (2 or 3 significant figures required) 1
1(c) Pointer at 0.13 1
1(d) Statement YES or NO (owtte) 1

Justification to include the idea of within (or beyond, ecf) the limits of experimental accuracy, matching the statement
1(e) Determine each resistance in turn 1
1(f) Three resistors in parallel, ONE voltmeter in parallel with resistors and correct symbols for voltmeter and resistors 1
Variable resistor in series with the supply, correct symbol in a correct circuit 1
1(g) Repeat with different currents OR to obtain a range of readings 1

PUBLISHED 2017
2(a)(i),(ii) v = 6.(0) AND d = 8.(0) or v = 60 AND d = 80 1
correct matching unit 1
2(b)(i),(ii),(iii) V = 60 cm (or 10 × candidate’s v) and 1

D = 80 cm (or 10 × candidate’s d)
UV 1200 (ecf) 1
2(c) One from: 1

Different size
Different brightness
Sharpness / clearness / coloured edges
2(d)(i),(ii),(iii) f values 15(.0) 1

and 14.9 (14.87)
fA correct method 1

Difficulty deciding exact position of sharpest image
Difficulty measuring to centre of lens
Product uv increases problem
Image edges blurred / not clear
Insufficient sets of results
2(f)(i) 5 – 10 1
2(f)(ii) Difference of at least 40 cm with a range 15–100 1

PUBLISHED 2017
3 MP1 Stopwatch (or equivalent) AND (metre) rule / ruler 1
MP2 Measure time for 5 (+) oscillations 1
MP3 Divide by number of oscillations to find period (T) 1
MP4 Repeat for each bob 1
MP5 Variable; one from: 1

Initial amplitude / starting position
Length of pendulum / thread
Number of oscillations
MP6 Table with column headings for t, or period (T), or both AND d, with correct units 1
MP7 Conclusion: 1
Plot graph(s) of d against period (T) or t (or vice versa)
OR compare period (T) or t values for different diameters

PUBLISHED 2017
4(a) 1 / Q values 1.(0), 0.5(0), 0.33(3), 0.25, 0.2(0) 1
4(b) Graph:
Suitable scales 1
All 5 plots correct to ½ small square 1
4(c)(i),(ii) At least half line used for triangle method 1
Clearly shown on graph 1
P = 1.8 – 2.2 (N) 1
4(d) 1.9 1
4(e) Two from: Difficulty in obtaining balance 2

Difficulty in judging centre of loads
Loads may slip / slide
Forcemeter not sensitive
Forcemeter zero error

PHYSICS 0625/11
45 minutes
Soft clean eraser
*2777991637*

IB18 11_0625_11/2RP
2
1 A pendulum is set in motion and timed. The time measured for 20 complete swings is 30 s.
What is the time for one complete swing of the pendulum?
A 0.67 s B 0.75 s C 1.5 s D 3.0 s
2 The diagrams are distance-time graphs for four bodies.
Which body is moving with an increasing speed?
A B
distance distance
0 0
0 time 0 time
C D
distance distance
0 0
0 time 0 time
3 A runner runs 300 m at an average speed of 3.0 m / s. She then runs another 300 m at an average
speed of 6.0 m / s.
What is her average speed for the total distance of 600 m?
A 2.0 m / s B 4.0 m / s C 4.5 m / s D 8.0 m / s
A energy
B mass
C weight
D work
© UCLES 2018 0625/11/O/N/18

3
5 Four identical steel blocks are placed on a balance. The reading on the balance is 220 N.
What is the mass of one steel block?
A 5.5 kg B 22 kg C 55 kg D 88 kg
6 A liquid has a volume of 0.040 m3 and a mass of 30 000 g.
A 0.075 kg / m3 B 7.5 kg / m3 C 750 kg / m3 D 7500 kg / m3
7 The unstretched lengths and extension-load graphs are shown for each of four different springs.
Which spring is the longest when a load of 5.0 N is hung from each spring?
A B
unstretched length 65 mm unstretched length 90 mm

100 100
extension 90 extension 90
/ mm 80 / mm 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
load / N load / N
C D
unstretched length 105 mm unstretched length 110 mm

100 100
extension 90 extension 90
/ mm 80 / mm 80
70 70
60 60
50 50
40 40
30 30
20 20
10 10
0 0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
load / N load / N

4
8 A car moves along a level road.
The diagram shows all of the horizontal forces acting on the car.
800 N
air resistance
2000 N force
500 N from engine
friction
A The car is slowing down.

B The car is speeding up.
C The car is moving at a constant speed.
D The car is moving backwards.
9 Which force and distance produce the smallest moment about a pivot?
A a 6.0 N force at a perpendicular distance of 4.0 m from the pivot

B a 7.0 N force at a perpendicular distance of 6.0 m from the pivot
C a 10 N force at a perpendicular distance of 4.0 m from the pivot
D a 12 N force at a perpendicular distance of 3.0 m from the pivot
10 Which device is designed to convert chemical energy into kinetic energy?
A an a.c. generator
B a battery-powered torch
C a car engine
D a wind-up mechanical clock
11 A man climbs a ladder.
Which two quantities can be used to calculate the useful power of the man?
A the weight of the man and the time taken only

B the weight of the man and the vertical distance moved only
C the work done by the man and the time taken only
D the work done by the man and the vertical distance moved only
© UCLES 2018 0625/11/O/N/18

5
12 A manometer is used to measure the pressure of gas inside a metal container.
gas
metal
container liquid
What is the pressure inside the container?
A equal to the atmospheric pressure

B greater than the atmospheric pressure
C less than the atmospheric pressure but greater than zero
D zero
13 A manometer is used to measure the pressure of a gas supply.
manometer
connection
to gas supply
h
liquid
Which change gives a greater value of height h ?
A using a less dense liquid

B using a more dense liquid
C using a narrower tube
D using a wider tube

6
14 During evaporation of a liquid, the more energetic molecules escape. The temperature of the
remaining liquid changes.
Which row identifies where these molecules escape from and describes the temperature change?
molecules temperature of
escape from the remaining liquid
A body of the liquid decreases

B body of the liquid increases
C surface of the liquid decreases
D surface of the liquid increases
15 Diagram 1 shows apparatus being used to observe smoke particles.
Diagram 2 shows how a smoke particle moves randomly.
diagram 1 diagram 2
eye
random
movement
microscope
air molecules
light and
smoke particles
Why do the smoke particles move randomly?
A They are hit by air molecules.

B They are less dense than air.
C They are moved by convection currents.
D They gain energy from the light.
© UCLES 2018 0625/11/O/N/18

7
16 The distance between two electricity pylons is 60 m. An engineer fits a cable of length 62 m
between the pylons.
Why does the engineer choose a cable that is longer than the distance between the two pylons?
A to allow for contraction of the cable in cold weather

B to create a slope in the cable for electrons to flow down
C to keep the current low and the voltage high
D to reduce magnetic fields around the cable
17 Some ice is slowly heated and its temperature is measured. A graph is plotted of temperature
against time.
100
temperature / °C
X
0
–10 time
Which row describes what happens to the thermal energy and to the temperature in section X?
thermal energy temperature of ice
A gained by ice rises

B gained by ice stays the same
C not gained by ice rises
D not gained by ice stays the same

8
18 Some of the Sun’s radiation passes through a prism. The diagram shows the spectrum of the
radiation.
Which point on the screen does the infra-red radiation reach?
prism
radiation
from the
Sun
not v
isi
red ble
A
e B
ibl C
no v vis
t v iole
isi t
ble
screen D
19 On a cold day, a shiny metal rod feels colder to the touch than a black plastic rod.
Which statement explains this observation?
A The metal rod is a better absorber of infra-red radiation than the plastic rod.
B The metal rod is a better thermal conductor than the plastic rod.
C The metal rod is a worse absorber of infra-red radiation than the plastic rod.
D The metal rod is a worse thermal conductor than the plastic rod.
20 A boat moves up and down repeatedly as a water wave passes it.
Which name is given to the number of up-and-down movements of the boat per unit time?
A amplitude
B frequency
C speed
D wavelength
© UCLES 2018 0625/11/O/N/18

9
21 Plane water waves travel from a shallow region into a deeper region. They travel more quickly in
the deeper water.
shallow water
boundary
wave
direction
deep water
Which diagram shows the wave pattern in the deeper water?
A B C D
22 A parallel beam of light is incident on a plane mirror.
Which diagram shows how the beam is reflected by the mirror?
A B
C D
spectrum

10
23 The diagram shows a parallel, cylindrical light beam of diameter d incident on a thin converging
lens. A screen is placed a distance equal to two focal lengths 2f from the lens.
2f
beam of light screen

lens
Which diagram shows the size of the spot of light seen on the screen?
A B C D
d d 2d
2

statement 3: Ultraviolet waves are used for intruder alarms.
© UCLES 2018 0625/11/O/N/18

11
25 A woman hears the first note produced by a clarinet.
She then hears a second note that has a higher pitch and is quieter.
Which row compares the frequency and the amplitude of the two notes?
first note second note
A higher frequency larger amplitude

B higher frequency smaller amplitude
C lower frequency larger amplitude
D lower frequency smaller amplitude
26 The diagram shows a bar magnet and four plotting compasses.
Which compass shows the direction of the magnetic field due to the magnet?
D S N B
27 Iron is used for the core of a transformer and steel is used to make a bar magnet.
Which statement explains these uses of iron and of steel?
A Iron is a magnetic material and steel is a non-magnetic material.

B Iron is a permanent magnetic material and steel is a temporary magnetic material.
C Iron is a temporary magnetic material and steel is a permanent magnetic material.
D Iron is a non-magnetic material and steel is a magnetic material.

12
28 A negatively charged plastic rod P is placed above a positively charged plastic rod Q.
P
– – – – –
Q
+ + + + +
What are the directions of the electrostatic forces on rod P and on rod Q?
electrostatic force electrostatic force

on rod P on rod Q
A downwards downwards
B downwards upwards
C upwards downwards
D upwards upwards
29 The diagrams show the scales of three ammeters.
2 3 2 3 4 6
1 4 1 4 2 8
10
0
A A A
ammeter 1 ammeter 2 ammeter 3
Which ammeters show the same current reading?
A all three ammeters

B ammeter 1 and ammeter 2 only
C ammeter 1 and ammeter 3 only
D ammeter 2 and ammeter 3 only
30 The resistance of a component in a circuit is found using an ammeter and a voltmeter.
How are the ammeter and the voltmeter connected?
A the voltmeter and ammeter in parallel with the component

B the voltmeter and ammeter in series with the component
C the voltmeter in parallel with the component and the ammeter in series with the component
D the voltmeter in series with the component and the ammeter in parallel with the component
© UCLES 2018 0625/11/O/N/18

13
31 The diagram shows a circuit with a power supply and four components.
+ –
What is component N?
A fixed resistor
B fuse
C thermistor
D variable resistor
32 Two lamps are connected in parallel.
S1 S2
S3
Which switches must be closed so that both lamps light?
A S1 and S2 only
B S1 and S3 only
C S2 and S3 only
D S1, S2 and S3

14
33 The circuit diagram shows a variable potential divider.
P Q
slider
The slider is moved from P towards Q.
What happens to the reading on the voltmeter and to the brightness of the lamp?
reading on brightness
voltmeter of lamp
34 Either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that
could cause overheating.
X cable
live
electrical Y appliance
supply
neutral
cable
When a fuse is used, where should it be connected, and when a circuit-breaker is used, where
should it be connected?
position position of
of fuse circuit-breaker
A X X
B X Y
C Y X
D Y Y
© UCLES 2018 0625/11/O/N/18

15
35 Which electrical device uses the turning effect produced by a current-carrying coil in a magnetic
field?
A a.c. generator
B d.c. motor
C relay
D transformer
36 A wire is placed in a strong magnetic field. When a current is passed through the wire it moves
upwards, as shown.
movement
N
The current is reversed.
In which direction does the wire move?
A downwards
B towards the north pole
C towards the south pole
D upwards
37 Which diagram represents the structure of a neutral atom?
A B C D
key
– – – –
neutron
++ ++ + proton
+ ++
+ – electron
– – –

16
38 Each nucleus of nuclide X contains 10 protons and a total of 22 nucleons.
Which notation is correct for this nuclide?

22 22 12 10
A 10 X B 32 X C 10 X D 22 X
39 The diagram shows the paths of three different types of radiation X, Y and Z.
Which row correctly identifies X, Y and Z?
X Y Z

40 A sample of a radioactive isotope emits 9600 α-particles per second.
After 40 hours the rate of emission has fallen to 600 α-particles per second.
What is the half-life of this isotope?
A 4.0 hours B 8.0 hours C 10 hours D 20 hours
© UCLES 2018 0625/11/O/N/18

PHYSICS 0625/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

PUBLISHED 2018
1 C 1
2 D 1
3 B 1
4 C 1
5 A 1
6 C 1
7 C 1
8 B 1
9 A 1
10 C 1
11 C 1
12 A 1
13 A 1
14 C 1
15 A 1
16 A 1
17 B 1
18 A 1
19 B 1
20 B 1
21 C 1
22 B 1
23 C 1
24 B 1
25 D 1
26 D 1
27 C 1
28 B 1

PUBLISHED 2018
29 C 1
30 C 1
31 B 1
32 D 1
33 D 1
34 A 1
35 B 1
36 A 1
37 B 1
38 A 1
39 B 1
40 C 1

PHYSICS 0625/21
45 minutes
Soft clean eraser
*8207631209*

IB18 11_0625_21/2RP
2
1 The diagram shows part of a micrometer screw gauge.

45
012 40
mm
35
30
What is the smallest reading that can be achieved using this micrometer screw gauge?
A 0.0001 mm B 0.01 mm C 0.1 mm D 1 mm
2 A small, light ball is dropped from the top of a tall building.
Which graph shows how the speed of the ball changes with time?
A B
speed speed
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
3 A runner runs 300 m at an average speed of 3.0 m / s. She then runs another 300 m at an average
speed of 6.0 m / s.
What is her average speed for the total distance of 600 m?
A 2.0 m / s B 4.0 m / s C 4.5 m / s D 8.0 m / s
© UCLES 2018 0625/21/O/N/18

3
4 A helium balloon is tied to a top-pan balance. A metal block of mass 100 g is placed on the
balance. The reading on the balance is 91 g.
helium balloon
metal block
91 g
Which statement can be deduced from this experiment?
A The balloon exerts a downward force of 0.09 N on the top-pan balance.

B The helium has a mass of –9 g.
C The helium has a mass of +9 g.
D The resultant downward force on the top-pan balance is 0.91 N.
5 A liquid has a volume of 0.040 m3 and a mass of 30 000 g.
A 0.075 kg / m3 B 7.5 kg / m3 C 750 kg / m3 D 7500 kg / m3
6 A resultant force of 4.0 N acts on an object of mass 0.50 kg for 3.0 seconds.
What is the change in velocity caused by this force?
A 4.0 m / s B 6.0 m / s C 12 m / s D 24 m / s
7 Which quantities are both vectors?
A acceleration and force

B acceleration and pressure
C density and force
D density and pressure

4
8 A moving ball with a momentum of 25 kg m / s collides head-on with a wall.
wall
ball
It rebounds from the wall with the same speed but in the opposite direction. The time of collision
is 50 ms.
What is the average force exerted on the wall by the ball during the collision?
A 0.50 N B 1.00 N C 500 N D 1000 N
9 Which device is designed to convert chemical energy into kinetic energy?
A an a.c. generator
B a battery-powered torch
C a car engine
D a wind-up mechanical clock
10 An object, initially at rest, is dropped from a height of 12.0 m. The change in gravitational potential
energy when it falls to the ground is 565 J.
The frictional forces are negligible.
What is its speed when it hits the ground?
A 4.71 m / s B 15.5 m / s C 47.1 m / s D 240 m / s
11 A man climbs a ladder.
Which two quantities can be used to calculate the useful power of the man?
A the weight of the man and the time taken only

B the weight of the man and the vertical distance moved only
C the work done by the man and the time taken only
D the work done by the man and the vertical distance moved only
© UCLES 2018 0625/21/O/N/18

5
12 A manometer is used to measure the pressure of a gas supply.
manometer
connection
to gas supply
h
liquid
Which change gives a greater value of height h ?
A using a less dense liquid

B using a more dense liquid
C using a narrower tube
D using a wider tube
13 A washbasin has an exit pipe covered with a plug of area 12 cm2. A chain is attached to the
centre of the plug to assist in pulling the plug away from the exit hole. The washbasin contains
water to a depth of 0.080 m.
The density of the water is 1000 kg / m3.
chain
plug
What is the force acting on the plug due to the water?
A 0.96 N B 800 N C 9600 N D 80 000 N

6
14 Diagram 1 shows apparatus being used to observe smoke particles.
Diagram 2 shows how a smoke particle moves randomly.
diagram 1 diagram 2
eye
random
movement
microscope
air molecules
light and
smoke particles
Why do the smoke particles move randomly?
A They are hit by air molecules.

B They are less dense than air.
C They are moved by convection currents.
D They gain energy from the light.
15 The gas in a sealed container is compressed at constant temperature.
Which graph shows how the pressure of the gas changes with its volume?
A B
pressure pressure
0 0
0 volume 0 volume
C D
pressure pressure
0 0
0 volume 0 volume
© UCLES 2018 0625/21/O/N/18

7
16 The distance between two electricity pylons is 60 m. An engineer fits a cable of length 62 m
between the pylons.
Why does the engineer choose a cable that is longer than the distance between the two pylons?
A to allow for contraction of the cable in cold weather

B to create a slope in the cable for electrons to flow down
C to keep the current low and the voltage high
D to reduce magnetic fields around the cable
bulb capillary tube
Which change increases the sensitivity of the thermometer?
A a narrower capillary tube

B a wider capillary tube
C thicker glass around the bulb
D thinner glass around the bulb
18 An object of mass 800 g and specific heat capacity 250 J / (kg °C) is heated. It absorbs 5300 J of
energy.
What is the increase in temperature of the object?
A 0.027 °C B 17 °C C 27 °C D 17 000 °C
19 On a cold day, a shiny metal rod feels colder to the touch than a black plastic rod.
Which statement explains this observation?
A The metal rod is a better absorber of infra-red radiation than the plastic rod.
B The metal rod is a better thermal conductor than the plastic rod.
C The metal rod is a worse absorber of infra-red radiation than the plastic rod.
D The metal rod is a worse thermal conductor than the plastic rod.

8
20 One end of a copper bar is heated to a high temperature.
Which mechanism is responsible for the transfer of thermal energy to the other end of the copper
bar?
A the lattice vibrations of copper ions only

B the lattice vibrations of copper ions and the movement of high energy electrons along the bar
C the movement of high energy copper ions along the bar
D the movement of high energy electrons along the bar only
21 Plane water waves travel from a shallow region into a deeper region. They travel more quickly in
the deeper water.
shallow water
boundary
wave
direction
deep water
Which diagram shows the wave pattern in the deeper water?
A B C D
22 Which statement about the image formed by a plane mirror is correct?
A The image is larger than the object.

B The image is smaller than the object.
C The image is twice as far from the mirror as the object.
D The image is virtual.
© UCLES 2018 0625/21/O/N/18

9
23 A ray of light is incident on a glass-air surface. The diagrams show the ray of light at different
angles of incidence in the glass.
air air air

glass glass glass
40° 44° 48°
What is the refractive index of the glass?
A 1.35 B 1.44 C 1.50 D 1.55

statement 3: Ultraviolet waves are used for intruder alarms.
25 Iron is used for the core of a transformer and steel is used to make a bar magnet.
Which statement explains these uses of iron and of steel?
A Iron is a magnetic material and steel is a non-magnetic material.

B Iron is a permanent magnetic material and steel is a temporary magnetic material.
C Iron is a temporary magnetic material and steel is a permanent magnetic material.
D Iron is a non-magnetic material and steel is a magnetic material.

10
26 A sheet of ice floats on water. A source of sound S is positioned at the edge of the ice sheet.
Four microphones are placed equal distances from S.
Which microphone detects the sound from S first?
air
B
D S
ice
water
27 A bar magnet is placed inside a current-carrying coil. The diagram shows four different
experiments.
1 2
magnet slowly magnet slowly

removed removed
+ –
3 4
current in coil current in coil

slowly reduced slowly reduced
+ –
In which experiments is the magnet demagnetised?
© UCLES 2018 0625/21/O/N/18

11
28 The diagrams represent two different electric fields.
field 1 field 2
A single electron is located in each of the fields.
Which row gives the correct direction of the force on the electron and the field in which there is a
larger force on it?
direction of
larger force
the force
A ↓ field 1
B ↓ field 2
C ↑ field 1
D ↑ field 2
29 The resistance of a component in a circuit is found using an ammeter and a voltmeter.
How are the ammeter and the voltmeter connected?
A the voltmeter and ammeter in parallel with the component

B the voltmeter and ammeter in series with the component
C the voltmeter in parallel with the component and the ammeter in series with the component
D the voltmeter in series with the component and the ammeter in parallel with the component
30 The table gives data for four different electrical devices.
Which device develops the greatest power?
device voltage current
A car headlight 12 V 3.0 A

B cooling fan 110 V 0.40 A
C electric spark generator 400 kV 0.10 mA
D mains lamp 240 V 0.20 A

12
31 The circuit diagram shows a fixed resistor R and a thermistor T used in a potential divider circuit.
VR and VT are the potential differences across R and T respectively.
What happens to VR and to VT as the temperature of the thermistor decreases?
VR VT
A decreases increases
B increases decreases
32 The circuit diagram shows a power supply connected to some circuit components.
In the diagram, P and Q are the terminals of the d.c. power supply.
P Q
R1
A
R2
Under which circumstances does the ammeter show a reading other than zero?
A when P is positive or negative

B the ammeter always shows a zero reading
C only when P is negative
D only when P is positive
© UCLES 2018 0625/21/O/N/18

13
33 The diagram shows a digital circuit with two inputs and one output.
input 1
output
input 2
What describes the action of the circuit?
A AND B NAND C NOR D OR
34 Either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that
could cause overheating.
X cable
live
electrical Y appliance
supply
neutral
cable
When a fuse is used, where should it be connected, and when a circuit-breaker is used, where
should it be connected?
position position of
of fuse circuit-breaker
A X X
B X Y
C Y X
D Y Y

14
35 There is a current of 3.0 A in a conductor.
The current is changed to 6.0 A in the opposite direction.
Which effect does this have on the magnetic field around the conductor?
A It decreases and it acts in the opposite direction.

B It decreases and it acts in the same direction.
C It increases and it acts in the opposite direction.
D It increases and it acts in the same direction.
36 A wire is placed in a strong magnetic field. When a current is passed through the wire it moves
upwards, as shown.
movement
N
The current is reversed.
In which direction does the wire move?
A downwards
B towards the north pole
C towards the south pole
D upwards
© UCLES 2018 0625/21/O/N/18

15
37 Which diagram represents the structure of a neutral atom?
A B C D
key
– – – –
neutron
++ ++ + proton
+ ++
+ – electron
– – –
38 When a uranium-235 nucleus absorbs a neutron, it becomes unstable and undergoes fission.
The fission process produces a barium (Ba) nucleus, a krypton (Kr) nucleus and 3 neutrons.
The fission process is represented by the nuclear equation shown.
1
0n + 235
92 U → 144
56 Ba + ...
... Kr + 3 01n
Which symbol represents the resulting krypton nucleus?

89 91 91 91
A 36 Kr B 34 Kr C 35 Kr D 36 Kr
39 The diagram shows the paths of three different types of radiation X, Y and Z.
Which row correctly identifies X, Y and Z?
X Y Z


16
40 A scientist measures the count rate of a radioactive sample in a laboratory over a period of
12 weeks.
The background radiation count rate in the laboratory remains constant at 20 counts per minute.
The table shows the scientist’s results before the background radiation count rate is taken into
account.
time count rate

/ weeks / counts per minute
0 100
2 80
4 65
6 54
8 45
10 39
12 34
In which range does the half-life of the radioactive isotope lie?
A between 4 and 6 weeks

B between 6 and 8 weeks
C between 8 and 10 weeks
D more than 12 weeks
© UCLES 2018 0625/21/O/N/18

PHYSICS 0625/21
Paper 2 Multiple Core October/November 2018
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
components.

PUBLISHED 2018
1 B 1
2 C 1
3 B 1
4 D 1
5 C 1
6 D 1
7 A 1
8 D 1
9 C 1
10 B 1
11 C 1
12 A 1
13 A 1
14 A 1
15 D 1
16 A 1
17 A 1
18 C 1
19 B 1
20 B 1
21 C 1
22 D 1
23 B 1
24 B 1
25 C 1
26 B 1
27 B 1
28 A 1

PUBLISHED 2018
29 C 1
30 D 1
31 A 1
32 D 1
33 C 1
34 A 1
35 C 1
36 A 1
37 B 1
38 A 1
39 B 1
40 A 1

* 7 2 2 0 3 1 3 8 2 9 *
PHYSICS 0625/31
1 hour 15 minutes

DC (NH/CGW) 151472/4
2
1 Fig. 1.1 shows a speed-time graph for a student who is running.
speed 4
m/s
3
0
0 10 20 30 40 50 60 70 80 90 100
time / s
Fig. 1.1
(a) (i) Describe the movement of the student, as shown in Fig. 1.1.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Calculate the distance travelled by the student between 80 s and 100 s.
distance travelled = .......................................................m [3]
(b) An athlete runs 630 m in 130 s on a flat section of a road and then 254 m in 40 s on a downhill
slope.
Calculate the average speed for the total distance run by the athlete.
average speed = ................................................... m / s [3]
[Total: 8]
© UCLES 2018 0625/31/O/N/18

3
2 Fig. 2.1 shows a raft floating on water.
raft
water
Fig. 2.1
(a) A force of 20 000 N acts on the raft in the direction of the arrow shown in Fig. 2.1.
(i) State the name given to the force shown in Fig. 2.1.
.......................................................................................................................................[1]
(ii) Calculate the mass of the raft.
mass = ...................................................... kg [3]
(b) A sail is added to the raft, as shown in Fig. 2.2.
sail
800 N 1200 N
Fig. 2.2
Fig. 2.2 shows the horizontal forces acting on the raft at one moment.
Calculate the resultant horizontal force acting on the raft and state the direction of this force.
force = ............................................................ N
direction = ...........................................................[2]
[Total: 6]
4
3 A tower crane has a load W, as shown in Fig. 3.1.
8.0 m 5.0 m
counterweight
pivot
80 000 N
tower
load
Fig. 3.1
(a) The counterweight has a weight of 80 000 N. This acts at a distance of 5.0 m from the pivot, as
shown in Fig. 3.1.
Calculate the moment of the counterweight about the pivot. Give the unit.
moment = ...........................................................[3]
(b) The tower crane in Fig. 3.1 balances horizontally when holding the load W.
Calculate the weight of load W.
weight = ....................................................... N [3]
[Total: 6]
© UCLES 2018 0625/31/O/N/18

5
4 A student draws diagrams that represent three states of matter, as shown in Fig. 4.1.
Box B shows the arrangement of particles in a liquid.
box A box B box C
Fig. 4.1
(a) (i) In box A, draw the arrangement of particles in a solid. [1]
(ii) In box C, draw the arrangement of particles in a gas. [1]
(b) Write the correct term for each change of state below each arrow in Fig. 4.2.
solid liquid gas liquid
[2]
Fig. 4.2
(c) A wet beaker is in a warm room. After several hours the beaker is dry.
State and explain what happens to the water.
Use your ideas about molecules in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 7]

6
5 A tidal barrage (dam) produces electricity using tides. Fig. 5.1 shows a diagram of a tidal barrage
(simplified).
tide coming in tide going out
high tide
barrage low tide barrage
flow of
flow of water
water river river
ocean ocean
turbine turbine
Fig. 5.1
(a) The water behind the barrage (dam) is a store of energy. State the name of this stored energy.
...............................................................................................................................................[1]
(b) Explain how the tidal barrage (dam) produces electricity.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 4]
© UCLES 2018 0625/31/O/N/18

7
6 (a) Some materials are poor conductors of thermal energy (heat energy).
State the term that describes materials that are poor conductors of thermal energy.
...............................................................................................................................................[1]
(b) Some materials are good conductors of thermal energy.
Draw a ring around each material that is a good conductor of thermal energy.
air aluminium copper glass plastic water [1]
(c) A student has two rods made of different materials. The rods are the same size.
Describe an experiment to identify which material is the better conductor of thermal energy.
You may draw a diagram in the space below.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 5]

8
7 Fig. 7.1 shows the electromagnetic spectrum. One type of radiation is not labelled.
radio micro- infra-red visible gamma

X-rays
waves waves waves light rays
Fig. 7.1
(a) (i) On Fig. 7.1, add the label for the missing type of radiation. [1]
(ii) The arrow in Fig. 7.1 indicates a property that is increasing.
State the name of the property that is increasing in the direction of the arrow.
.......................................................................................................................................[1]
(iii) Compare the speeds of radio waves and visible light in a vacuum.
.......................................................................................................................................[1]
(b) (i) Describe how X-rays are used for security in airports.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain the properties of X-rays that make them useful in airport security.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 7]
© UCLES 2018 0625/31/O/N/18

9
8 (a) Fig. 8.1 shows a tuning fork and a wooden block.
tuning fork
wooden block
Fig. 8.1
(i) The tuning fork is hit against the wooden block and then makes a sound.
Describe how the tuning fork produces the sound.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The tuning fork produces a sound with a frequency of 659 Hz.
State whether a healthy human ear can hear this frequency of sound. Explain your
answer.
...........................................................................................................................................
.......................................................................................................................................[2]
(b) Fig. 8.2 represents the sound wave produced by a tuning fork.
time
Fig. 8.2
A second tuning fork produces a different sound.
Compared with the sound represented in Fig. 8.2, this sound is quieter and has half the
frequency.
On Fig. 8.2, draw the wave to show the sound produced by the second tuning fork. [2]
[Total: 5]
10
9 A student experiments with electric charge.
(a) The student uses a dry cloth to rub a plastic rod. The rod becomes positively charged.
Explain how the friction between the rod and the cloth causes the rod to become positively
charged.
Use your ideas about the movement of charge.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) The student suspends a balloon from an insulating thread, as shown in Fig. 9.1.
insulating thread
balloon
Fig. 9.1
The balloon has an electric charge.
Explain how the student can use a positively charged rod to determine the charge on the
balloon.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 5]
© UCLES 2018 0625/31/O/N/18

11
BLANK PAGE

12
10 (a) A student does an experiment to determine the resistance of a fixed resistor, R.
The student draws an incomplete diagram of the circuit, as shown in Fig. 10.1.
open
switch
variable
resistor
Fig. 10.1
(i) On Fig. 10.1, draw the missing circuit symbols. [3]
(ii) Describe how the student could use the circuit to determine a reliable value for the
resistance of R.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
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13
(b) Fig. 10.2 shows a 20 Ω resistor connected to a power supply.
0.4 A
20 Ω
Fig. 10.2
A second 20 Ω resistor is connected in series with the first. State and explain how this affects
the current in the circuit.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 11]

14
11 (a) A student has a model electric railway. The model railway uses a step-down transformer.
The input voltage is 230 V. The transformer has 1710 turns on the input coil and 90 turns on
the output coil.
Calculate the output voltage of the transformer.
output voltage = ....................................................... V [3]
(b) A step-up transformer is used to increase voltage.
Step-up transformers and step-down transformers have different coil arrangements.
Describe the differences in the coil arrangement for the two types of transformer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Explain the advantage of transmitting electricity at high voltages, rather than at low voltages.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
© UCLES 2018 0625/31/O/N/18

15
12 This notation represents the nucleus of a neutral atom of carbon-14.

14
6 C
(a) State the number of:
1. protons in the nucleus of an atom of carbon-14
.......................................................................................................................................[1]
2. electrons orbiting the nucleus of an atom of carbon-14
.......................................................................................................................................[1]
3. neutrons in the nucleus of an atom of carbon-14.
.......................................................................................................................................[1]
(b) Carbon-14 is an isotope of carbon. Carbon-12 is another isotope of carbon.

Compare the nucleus of carbon-14 with the nucleus of carbon-12.
State the similarities and differences.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Scientists use carbon-14 to estimate the age of wood that is very old.
A very old sample of wood contains 1.0 × 108 carbon-14 atoms.

When the sample was new, it contained 8.0 × 108 carbon-14 atoms.
The half-life of carbon-14 is 5 700 years.
Estimate the age of the sample of wood.
age of wood = ................................................ years [3]
[Total: 9]
© UCLES 2018 0625/31/O/N/18
16
BLANK PAGE
© UCLES 2018 0625/31/O/N/18

PHYSICS 0625/31
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

0625/31 Cambridge IGCSE – Mark Scheme October/November 2018
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

PUBLISHED
B marks are independent marks, which do not depend on other marks. For a B mark to be scored, the point to which it refers must be seen specifically
in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to be scored, the point to which it refers must be seen
in a candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent A marks can be scored.
C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they refer are not written
down by the candidate, provided subsequent working gives evidence that they must have known it. For example, if an equation carries a
C mark and the candidate does not write down the actual equation but does correct substitution or working which shows he knew the equation,
then the C mark is scored. A C mark is not awarded if a candidate makes two points which contradict each other. Points which are wrong but
irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are one of the ways which allow a C mark to be scored. A
marks are commonly awarded for final answers to numerical questions. If a final numerical answer, eligible for A marks, is correct, with the
correct unit and an acceptable number of significant figures, all the marks for that question are normally awarded.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the marks do not
depend on seeing the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very similar.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean what we want, give credit. However, do not allow
ambiguities, e.g. spelling which suggests confusion between reflection / refraction / diffraction or thermistor / transistor / transformer.
Not/NOT This indicates that an incorrect answer is not to be disregarded, but cancels another otherwise correct alternative offered by the candidate, i.e.
right plus wrong penalty applies.

PUBLISHED
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in particular circumstances be applied in non-numerical
questions. This indicates that if a candidate has made an earlier mistake and has carried an incorrect value forward to subsequent stages of
working, marks indicated by ecf may be awarded, provided the subsequent working is correct, bearing in mind the earlier mistake. This
prevents a candidate from being penalised more than once for a particular mistake, but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any exceptions to this general rule will be specified in the mark
scheme.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one. Regard a power-of-ten error as an arithmetic error.
Transcription Deduct one mark if the only error in arriving at a final answer is because previously
errors calculated data has clearly been misread but used correctly.
Crossed out work Work which has been crossed out and not replaced but can easily be read, should be marked as if it had not been crossed out.
Use of NR Use this if the answer space for a question is completely blank or contains no readable words, figures or symbols.

PUBLISHED
1(a)(i) constant speed OR speed of 4 m / s (for 80 s) B1
(constant) deceleration OR speed decreases OR slows (down after 80 s) OR stops after 100 s B1
1(a)(ii) distance = area under graph C1
20 × 4 × 0.5 or area = ½ × base × height C1
40 (m) A1
1(b) (average speed =) total distance ÷ total time C1
(630 + 254) ÷ (130 +40) OR 884 ÷ 170 C1
5.2 (m / s) A1

PUBLISHED
2(a)(i) weight B1
2(a)(ii) W=m×g C1
m = 20 000 ÷ 10 C1
2000 (kg) A1
2(b) 400 (N) B1
forwards / to the right B1
3(a) Force × distance (from pivot) OR 80 000 × 5.0 C1
400 000 A1
Nm B1
3(b) c.w. moment = a.c.w moment OR moment of load = moment of counterweight OR 5.0 × 80 000 = load × 8.0 C1
400 000 ÷ 8.0 = load C1
50 000 (N) A1

PUBLISHED
4(a)(i) regular arrangement of atoms in LH box regular arrangement of atoms in LH box B1
4(a)(ii) few atoms with no pattern in RH box B1
4(b) melting below arrow on left B1
condensing / condensation below arrow on right B1
4(c) evaporate / evaporation seen anywhere in explanation B1
Any two from: B2

atoms (at the surface) gain KE
fastest molecules / molecules with most energy
(are able to) escape from surface
5(a) (gravitational) potential energy B1
5(b) Any 3 from: B3

water flows through tunnel / has kinetic energy
when tide coming in / going out
(moving) water causes turbines / (component) X to rotate / turn
(the turbine)turns a generator

PUBLISHED
6(a) insulator(s) B1
6(b) aluminium AND copper B1
6(c) (one end of both rods) placed in same (type of) heat source B3
means of detecting raised temperature e.g. wax covered rods OR pins attached to rods with wax
outcome explained e.g. wax melted further / first on better conductor
7(a)(i) ultraviolet (waves / radiation) B1
7(a)(ii) wavelength B1
7(a)(iii) (visible light and radio waves) / (they have) the same (speed) B1
7(b)(i) Any 2 from: B2

Checking bags or people or packages
For hidden objects
shadow / image on screen / monitor
7(b)(ii) Transmission (of X-rays) B2

through less dense materials owtte
OR
absorption (of X-rays)
by dense materials

PUBLISHED
8(a)(i) vibrates B1
8(a)(ii) Yes B1
(as within audible range of) 20 Hz to 20 000 Hz B1
8(b) line drawn with smaller amplitude B1
lower frequency i.e. fewer waves on screen B1
9(a) electrons B1
move / transfer from the rod OR move / transfer to the cloth B1
9(b) Any 3 from: B3

(idea of bringing) rod near balloon
if balloon repels
it is positively charged
as like charges repel

PUBLISHED
10(a)(i) correct symbols for:
ammeter B1
voltmeter B1
ammeter in series OR voltmeter in parallel B1
10(a)(ii) Any five from: B4

close switch
adjust / change variable resistor to give current in resistor / reading on ammeter
measure / record (pair of) readings on ammeter and voltmeter
description of any check for reliability
idea of adjusting variable resistor to give range of readings
plot a graph
suitable spacing of readings e.g. every 0.05A or 0.1 A
use of V= IR or R = V / I
repeat AND calculate average (value for R)
10(b) (circuit) resistance increases B1
BUT (circuit) resistance doubles / becomes 40 Ω (award two marks as assumes previous (1st) marking point) B1
(current) decreases B1
BUT(current) halves / becomes 0.2 A (award two marks as assumes previous (3rd) marking point) B1

PUBLISHED
11(a) (Vp / Vs) = (Np / Ns) in any form C1
230 / Vs = 1710 / 90 or Vs = (230 × 90) / 1710 OR Vs = 230 / 19 C1
12 (V) A1
11(b) In a step-down transformer there are fewer turns on secondary / output coil (than on primary / input coil) B2
In a step-up transformer there are more turns on secondary / output coil (than on primary / input coil)
11(c) less energy / power wasted (in cables ) / more efficient (transmission) B1
And any one from: B1

(because) smaller current (in transmission cables)
(and so) smaller heating effect (in transmission cables)
(and so) thinner cables can be used (which are cheaper)

PUBLISHED
12(a) 1. 6 B1
2. 6 B1
3. 8 B1
12(b) Any three from: B3

(nucleus has) same number protons or same atomic / proton number
same charge
different mass
different nucleon number
different number of neutrons
12(c) idea of 3 half-lives Or 8.0 → 4.0 → 2.0 → 1.0 C1
5700 × 3 C1
17 100 (years) A1

* 8 1 9 2 3 7 7 3 5 8 *
PHYSICS 0625/41
1 hour 15 minutes

DC (NH/SW) 151945/4
2
1 A train of mass 5.6 × 105 kg is at rest in a station.
At time t = 0 s, a resultant force acts on the train and it starts to accelerate forwards.
Fig. 1.1 is the distance-time graph for the train for the first 120 s.
5000
distance / m
4000
3000
2000
1000
0
0 20 40 60 80 100 120
time t / s
Fig. 1.1
(a) (i) Use Fig. 1.1 to determine:
1. the average speed of the train during the 120 s
average speed = ...........................................................[1]
2. the speed of the train at time t = 100 s.
speed = ...........................................................[2]
© UCLES 2018 0625/41/O/N/18

3
(ii) Describe how the acceleration of the train at time t = 100 s differs from the acceleration
at time t = 20 s.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) (i) The initial acceleration of the train is 0.75 m / s2.
Calculate the resultant force that acts on the train at this time.
resultant force = ...........................................................[2]
(ii) At time t = 120 s, the train begins to decelerate.
State what is meant by deceleration.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]

4
2 Fig. 2.1 shows a uniform plank AB of length 2.0 m suspended from two ropes X and Y.
P Q
1.5 m
rope X rope Y
A B
0.5 m
W = 210 N
Fig. 2.1
The weight W of the plank is 210 N. The force in rope X is P. The force in rope Y is Q.
(a) State, in terms of P, the moment of force P about B.
...............................................................................................................................................[1]
(b) Calculate:
(i) the moment of W about B
moment = ...........................................................[1]
(ii) the force P
force P = ...........................................................[2]
(iii) the force Q.
force Q = ...........................................................[2]
[Total: 6]
© UCLES 2018 0625/41/O/N/18

5
3 (a) State what is meant by the principle of conservation of energy.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Fig. 3.1 shows a girl throwing a heavy ball.
ball
Fig. 3.1
(i) State the energy changes that take place from when the girl begins to exert a force on
the ball until the ball hits the ground and stops moving.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) The mass of the ball is 4.0 kg. The girl exerts a force on the ball for 0.60 s. The speed of
the ball increases from 0 m / s to 12 m / s before it leaves the girl’s hand.
Calculate:
1. the momentum of the ball on leaving the girl’s hand
momentum = ...........................................................[2]
2. the average resultant force exerted on the ball.
average resultant force = ...........................................................[2]
[Total: 7]
6
4 (a) Fig. 4.1 shows liquid in a cylinder.
cylinder
liquid
Fig. 4.1
The depth of the liquid is 10 cm and the radius of the cylinder is 3.0 cm. The weight of the
liquid in the cylinder is 2.5 N.
Calculate the density of the liquid.
density = ...........................................................[3]
(b) Fig. 4.2 shows a device that measures the pressure of a gas supply.
gas supply
liquid
Fig. 4.2
(i) State the name of the device. .......................................................................................[1]
© UCLES 2018 0625/41/O/N/18

7
(ii) The difference h between the two liquid levels is 2.0 cm. The density of the liquid is
800 kg / m3.
Calculate the difference between the pressure of the gas and atmospheric pressure.
pressure difference = ...........................................................[2]
(iii) A similar device with a tube of smaller cross-sectional area is connected to a gas supply
at the same pressure.
State and explain any effect on the value of h.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]

8
5 (a) (i) In the space below, draw a labelled diagram of the structure of a thermocouple
thermometer. Include the device from which a reading is taken.
[3]
(ii) A thermocouple thermometer is used to measure the temperature of the flame of a small
candle.
State two reasons why the thermocouple thermometer is suitable for this application.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...........................................................................................................................................
[2]
(b) State and explain any effect on the sensitivity of a liquid-in-glass thermometer of:
(i) reducing the diameter of the capillary tube
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) increasing the volume of the liquid-filled bulb.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 9]
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9
6 (a) State three factors that determine the rate of evaporation of water.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
[3]
(b) A person climbs out of a swimming pool and stands in the open air.
Explain why evaporation of water from the surface of the person’s body causes the person to
feel cold.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 5]

10
7 (a) A laser produces a beam of monochromatic light. State what is meant by the term
monochromatic.
...............................................................................................................................................[1]
(b) A wave, in air, is incident on a glass block. Fig. 7.1 shows the wavefronts at the air-glass
boundary. The arrow shows the direction of travel of the wavefronts.
direction of
travel of
wavefronts
air
glass
Fig. 7.1
The wave undergoes reflection and refraction at the air-glass boundary.
On Fig. 7.1 draw:
(i) the wavefronts of the reflected wave [3]
(ii) the wavefronts of the refracted wave. [3]
(c) A transverse wave is produced in a long, horizontal rope. The rope is much longer than the
wavelength of the wave.
In the space below, sketch a diagram to show the appearance of the rope as the wave passes
along it. Label two important features of the wave.
[2]
[Total: 9]
© UCLES 2018 0625/41/O/N/18
11
8 A vibrating source on a ship produces a sound wave that travels through the ocean. The wave
produced is a longitudinal wave.
(a) Explain what is meant by the term longitudinal wave.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) The frequency of the sound wave is 800 Hz.
(i) The speed of sound in air is 330 m / s.
State a typical value for the speed of sound in a liquid.
...................................................................................................................................... [1]
(ii) Using your value from (b)(i), calculate the wavelength of the sound wave in the ocean.
wavelength = ...........................................................[2]
[Total: 6]

12
9 Fig. 9.1 shows the symbol for a 12 V battery.
12 V
Fig. 9.1
(a) Two lamps are connected in parallel with the battery. On Fig. 9.1, using the correct symbols,
complete the circuit diagram. [1]
(b) One of these lamps has a resistance of 6.0 Ω.
Calculate, for this lamp:
(i) the current
current = ...........................................................[1]
(ii) the power.
power = ...........................................................[2]
(c) The power of the other lamp is 36 W.
Calculate the total energy delivered to this lamp in 20 hours.
energy = ...........................................................[3]
[Total: 7]
© UCLES 2018 0625/41/O/N/18

13
10 A transformer consists of two coils of wire wound on a metal core. Fig. 10.1 represents the
transformer.
core
Fig. 10.1
(a) State the name of the metal from which the core is made.
...............................................................................................................................................[1]
(b) The primary coil of the transformer is connected to the output voltage of an a.c. generator
which supplies an alternating current.
(i) Explain why there is a voltage between the two terminals of the secondary coil.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) There are 560 turns on the primary coil and 910 turns on the secondary coil of the
transformer. The voltage between the two terminals of the secondary coil is 78 V.
Calculate the voltage supplied by the a.c. generator.
generator voltage = ............................................................[2]
(c) Transformers are used to increase the voltage when electrical energy is transmitted in cables
across long distances.
Explain why power losses in the cables are lower when the voltage is high.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]

14
11 (a) Fig. 11.1 shows data about nine elements.
proton number element symbol

2 helium He
3 lithium Li
4 beryllium Be
5 boron B
6 carbon C
7 nitrogen N
8 oxygen O
9 fluorine F
10 neon Ne
Fig. 11.1
Carbon-14 is a radioactive isotope with a nucleon number of 14. It decays by emitting

β-particles.
Use any data you need from Fig. 11.1 to write down the nuclide equation for this decay.
[4]
© UCLES 2018 0625/41/O/N/18

15
(b) A radioactive sample is placed close to a detector. The radioactive isotope in the sample has
a long half-life. The detector records a count rate of 597 counts / s.
Fig. 11.2 shows the readings when different materials are placed between the radioactive
sample and the detector.
count rate
material
counts / s
a sheet of paper 602
a piece of thin aluminium 598
a piece of thin lead 510
Fig. 11.2
Explain whether any α-particles, β-particles or γ-rays are emitted by the radioactive sample.
α-particles .................................................................................................................................
...................................................................................................................................................
β-particles .................................................................................................................................
...................................................................................................................................................
γ-rays ........................................................................................................................................
...................................................................................................................................................
[3]
[Total: 7]
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16
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© UCLES 2018 0625/41/O/N/18

PHYSICS 0625/41
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
B marks are independent marks, which do not depend on other marks. For a B mark to be scored, the point to which it refers must be seen specifically
in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to be scored, the point to which it refers must be seen
in a candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent A marks can be scored.
C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they refer are not written
down by the candidate, provided subsequent working gives evidence that they must have known it. For example, if an equation carries a
C mark and the candidate does not write down the actual equation but does correct substitution or working which shows he knew the equation,
then the C mark is scored. A C mark is not awarded if a candidate makes two points which contradict each other. Points which are wrong but
irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are one of the ways which allow a C mark to be scored. A
marks are commonly awarded for final answers to numerical questions. If a final numerical answer, eligible for A marks, is correct, with the
correct unit and an acceptable number of significant figures, all the marks for that question are normally awarded.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the marks do not
depend on seeing the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean what we want, give credit. However, do not allow
ambiguities, e.g. spelling which suggests confusion between reflection / refraction / diffraction or thermistor / transistor / transformer.
Not/NOT This indicates that an incorrect answer is not to be disregarded, but cancels another otherwise correct alternative offered by the candidate, i.e.
right plus wrong penalty applies.

PUBLISHED
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in particular circumstances be applied in non-numerical
questions. This indicates that if a candidate has made an earlier mistake and has carried an incorrect value forward to subsequent stages of
working, marks indicated by ecf may be awarded, provided the subsequent working is correct, bearing in mind the earlier mistake. This
prevents a candidate from being penalised more than once for a particular mistake, but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any exceptions to this general rule will be specified in the mark
scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise gain all the marks available for that answer:
maximum 1 per question. No deduction is incurred if the unit is missing from the final answer but is shown correctly in the working.
Unless listed here or stated in the mark scheme for the question, do not accept derived units e.g. kg m / s2 for N is NOT acceptable.
The following are acceptable alternatives: N m for J, J / s or N m / s for W, N / m2 for Pa, N s and kg m / s are both acceptable for momentum
and impulse. Beware: J is NOT acceptable for moments.
Condone wrong use of upper and lower case symbols e.g. pA for Pa.
Annotate with U. For more than one unit error in a question, underline with a wavy line to indicate an error which has not been penalised.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one. Regard a power-of-ten error as an arithmetic error.
Transcription Deduct one mark if the only error in arriving at a final answer is because previously
errors calculated data has clearly been misread but used correctly.
Crossed out work Work which has been crossed out and not replaced but can easily be read, should be marked as if it had not been crossed out.
Use of NR Use this if the answer space for a question is completely blank or contains no readable words, figures or symbols.

PUBLISHED
1(a)(i)1 (4800 / 120 =) 40 m / s B1
1(a)(i)2 (v =) gradient of any part of straight line C1
Value between 50 and 60 m / s A1
1(a)(ii) At t = 20 s, acceleration > zero / acceleration is taking place / greater acceleration than at 100 s B1
At t = 100 s, acceleration = zero / 0 B1
1(b)(i) (F =) ma OR 5.6 × 105 × 0.75 C1
4.2 × 105 N A1
1(b)(ii) Speed / velocity decreases (with time) OR slowing down B1

OR negative acceleration
OR Rate of decrease of speed / velocity
2(a) P × 1.5 B1
2(b)(i) (W × 1.0 OR 210 × 1.0 =) 210 N m B1
2(b)(ii) P × 1.5 = 210 OR P = 210 / 1.5 C1
140 N A1
2(b)(iii) P + Q = 210 OR 140 + Q = 210 OR Q × 1.5 = 210 × 0.5 OR Q = 210 × 0.5 / 1.5 OR P × 0.5 = Q C1
Q = 70 N A1

PUBLISHED
3(a) Energy cannot be created or destroyed B1

OR energy can only be transferred from one form to another
OR total energy remains constant
3(b)(i) Chemical (energy) to kinetic (energy) AND / OR potential (energy) B1
Any one of: B1

Kinetic (energy) to potential (energy) OR gravitational (energy)
Potential (energy) OR gravitational (energy) to kinetic (energy)
Kinetic (energy) to thermal (energy) OR heat (energy)
3(b)(ii)1 (momentum =) mv OR 4.0 × 12 C1
48 kg m / s or N s A1
3(b)(ii)2 (average force =) momentum change / time OR m(v – u) / t C1

OR (mv – mu) / t OR F = ma AND a = (v – u) / t OR 48 / 0.60
80 N A1

PUBLISHED
4(a) mass = 0.25 (kg) OR ρ = m / V C1
volume = (π × 0.032 × 0.1 = 2.8 × 10–4 (m3)) C1
density = (0.25 / 2.8 × 10–4) = 890 kg / m3 A1
OR
mass = 250 (g) OR ρ = m / V
volume = (π × 32 × 10 =) 280 cm3
density = (250 / 280 =) 0.89 g / cm3
OR
ρ = F / A = hρg
ρ = F / Ahg OR 2.5 / π × 0.032 × 0.1 × 10
= 890 kg / m3
4(b)(i) manometer B1
4(b)(ii) (P =) hdg OR 0.02 × 800 × 10 C1
160 Pa A1
4(b)(iii) Value of h stays the same M1
Difference in height not dependent on cross-sectional area of tube A1

OR Pressure of a liquid column depends only on values of h, d and g

PUBLISHED
5(a)(i) 2 different metals labelled B1
2 junctions between different metals B1
Correctly connected meter B1
5(a)(ii) Any two of: B2

Suitable for high temp measurement OR has wide range
Has low value of thermal capacity OR absorbs only a small
quantity of thermal energy / heat
Measures temperature at a point OR small size
Responds quickly
Can be used for remote sensing
5(b)(i) More sensitive B1
Thread moves further (for same expansion) B1
5(b)(ii) More sensitive B1
Greater expansion / more liquid (from bulb) B1

PUBLISHED
6(a) Any three from: B3

Temperature (of liquid / water)
Surface area (of liquid / water)
Draught / wind / movement of air (over surface)
Temperature of surroundings
Humidity (of surrounding air)
6(b) Any two from: B2

More energetic / faster molecules escape
Less energetic / slower molecules remain OR remaining
water is colder
Thermal energy / heat flows from body / skin to colder water
(and person feels colder)
OR (for one mark each)
(Evaporation requires) latent heat of vaporisation

Thermal energy / heat flows from body / skin

PUBLISHED
7(a) Light of a single colour / wavelength / frequency B1
7(b)(i) Reflected wavefronts:
In air, at least 3 wavefronts parallel to each other. B1
Same spacing as incident wavefronts B1
Reflecting at same angle with surface as incident wavefronts B1
7(b)(ii) Refracted wavefronts:
In glass, at least 3 wavefronts parallel to each other AND continuous with incident wavefronts, unless drawn to right of B1
incident wavefronts.
Smaller wavelength than incident wavefronts AND equally spaced. B1
At smaller angle with surface than incident wavefronts and rotated clockwise compared to incident wavefronts B1
7(c) Rope drawn with two of: B2

Amplitude labelled
Wavelength labelled
Crest and trough labelled

PUBLISHED
8(a) Particles / molecules / water / medium vibrate B1
Vibration is in the direction travel of the wave B1
Has compressions and rarefactions B1
8(b)(i) Value in range from 900 m / s to 2000 m / s B1
8(b)(ii) v = fλ in any form OR (λ =) v / f OR answer to (b)(i) / 800 C1
correct evaluation with unit (m) A1
9(a) 2 lamps with correct circuit symbol, in parallel, with correct connection to battery B1
9(b)(i) (12 / 6.0 =) 2.0 A B1
9(b)(ii) (P =) IV OR 2.0 × 12 C1
OR (C1)
(P =) I2R OR 2.02 × 6.0
OR (C1)
(P =) V2 / R OR 122 / 6.0
24 W A1
9(c) (E =) IVt OR Pt in any form OR 36 × 20 C1
= 36 × 20 × 60 × 60 C1
= 2.6 × 106 J A1

PUBLISHED
10(a) (soft) iron B1
10(b)(i) Alternating / changing magnetic field in primary (coil) B1
Alternating / changing (magnetic) field in core (and in secondary coil) OR (magnetic) field lines / flux link secondary B1
e.m.f / voltage induced (in secondary coil) B1
10(b)(ii) VP / VS = NP / NS in any form OR (VP =) VS × NP / NS C1

OR 78 × 560 / 910
48 V A1
10(c) Lower current B1
(Power loss from cables =) I2R so lower current means less power loss OR less heat loss B1

PUBLISHED
11(a) 14 B1
C on left-hand side
6
14 14 B1
on right-hand side (ignoring letter after or before )
7 7
14 B1
N after on right-hand side
7
0 0 B1
+ e on right-hand side OR – e on left-hand side
−1 −1
11(b) Not α because count-rate with paper increase B1
Not β because count-rate with aluminium increase B1
is γ because count rate reduces with lead only B1

OR does not reduce with paper or aluminium

PHYSICS 0625/51
* 9 9 9 8 1 6 8 4 5 8 *
phone +44 1223 553554
fax +44 1223 553558
DC (NH/SG) 151995/3
2
The order in which a given candidate attempts the four questions is immaterial. It is suggested
that candidates spend about 20 minutes on each of questions 1 to 3 and about 15 minutes on
question 4.
The purpose of the Physics Practical Test is to find out whether the candidates can carry out simple
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such a
candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked to
cooperate with the Examiners to the extent of being ready to give (or allow the physics teacher to give)
a hint to a candidate who is unable to proceed.
© UCLES 2018 0625/51/CI/O/N/18

3
Question 1
(i) Expendable spring, approximately 55 mm overall length (including loops) × 15 mm diameter,
capable of supporting at least 500 g without overstretching (e.g. Philip Harris expendable
steel spring, www.philipharris.co.uk ). See note 1.
(ii) Metre rule, graduated in mm.
(iii) A 300 g mass. See note 2.
(iv) 2 clamps, 2 bosses and a stand. See note 3.
(v) A pin mounted in a cork. See note 3.
(vi) Stopwatch.
(vii) Spare springs should be available.
Notes
1. When the spring is suspended from the clamp and is supporting the 300 g mass, it must be capable
of executing at least 10 oscillations when given a small vertical displacement.
2. If slotted masses are available these can be used. Candidates should be provided with a mass of
300 g, including a mass hanger.
3. The apparatus is to be set up as shown in Fig. 1.1.
clamp to hold the spring
spring
clamp holding cork
pin in cork
bench
Fig. 1.1
Check that the apparatus is set up ready for the next candidate, as shown in Fig. 1.1.
Replace the spring if it has been overstretched.

4
Question 2
(i) Power supply of approximately 1.5 V–3 V. Where candidates are provided with a power supply
with a variable output voltage, the voltage must be set by the Supervisor and fixed (e.g.
taped). See note 2.
(ii) Switch. The switch may be an integral part of the power supply.
(iii) Ammeter capable of reading up to 1.00 A with a resolution of at least 0.05 A. See note 3.
(iv) Voltmeter capable of measuring the supply p.d. with a resolution of at least 0.1 V. See note 3.
the rule is to be labelled P. See note 4.
Notes
power supply
sliding contact C constantan wire

V
Fig. 2.1
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5
4. The wire must be attached to the metre rule as shown in Fig. 2.2.
crocodile clip metre rule crocodile clip
P tape tape
Fig. 2.2
Check that the circuit is arranged as shown in Fig. 2.1 and Fig. 2.2.
Question 3
Question Booklet.
(iv) Pin board e.g. a cork mat, A4 size or larger.
(vi) 50 cm or 30 cm ruler, graduated in mm (candidates may use their own).
(vii) String or treasury tag (per candidate) to tie the ray-trace sheet ( (i) above) into the Question
Booklet.
Notes
1. Spare sheets of plain paper should be available (as in (i) ).
Supply a sheet of plain A4 paper (as in (i) ) and string or a treasury tag (as in (vii) ).
Question 4

6
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© UCLES 2018 0625/51/CI/O/N/18

7
0625/51
General
in the scripts;

8
CENTRE NO. ..........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ......................................................
Supervisor
© UCLES 2018 0625/51/CI/O/N/18

* 0 6 9 5 5 2 0 9 4 6 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (NH/SG) 151996/4
2
1 In this experiment, you will determine the spring constant k of a spring by two methods.
Some of the apparatus has been set up for you.
Carry out the following instructions, referring to Fig. 1.1 and Fig. 1.2.
Method 1
(a) Measure the unstretched length l0 of the spring, in mm.
l0 = ....................................................mm [1]
(b) Hang the 300 g mass on the spring, as shown in Fig. 1.1.
spring
clamp holding cork mass
pin in cork
bench
Fig. 1.1
(i) Measure the new length l of the spring.
l = ....................................................mm [1]
(ii) Use the equation e = (l – l0) to calculate the extension e of the spring.
e = ....................................................mm [1]
F
(iii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
k = ............................................... N / mm [1]
© UCLES 2018 0625/51/O/N/18

3
Method 2
(c) Adjust the position of the lower clamp so that the pin is level with the bottom of the mass when
the mass is not moving. Pull the mass down about 1.5 cm and release it so that it oscillates
up and down. Fig. 1.2 shows one complete oscillation.
clamp holding cork

one complete oscillation
bench
Fig. 1.2
(i) Measure the time t taken for 10 complete oscillations. Start the stopwatch as the bottom
of the mass passes the pin.
t = ........................................................ s [1]
(ii) 1. Calculate the time T taken for one complete oscillation.
T = ............................................................. s
2. Calculate T 2.
T 2 = ...............................................................
[1]
0.040 m
(iii) Calculate the spring constant k using the equation k = , where m = 0.300 kg.
T2
k = ............................................... N / mm [1]

4
(d) State and explain briefly whether your two values for k are the same within the limits of
experimental accuracy.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
(e) A student states that repeating Method 1 with different masses would improve the reliability of
the value obtained for k.
Suggest additional values for the mass m that you would use when repeating the experiment
to improve the reliability.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 11]
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5
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6
2 In this experiment, you will determine the resistance of a piece of wire.
power supply
l
P
sliding wire
contact C
V
Fig. 2.1
(a) (i) Carry out the following instructions, referring to Fig. 2.1.
• Switch on.
• Measure the current I in the circuit.
I = ...........................................................[1]
(ii) Place the sliding contact C at a distance l = 20.0 cm from P.
• Measure, and record in Table 2.1, the reading on the voltmeter.
• Repeat the procedure using l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
• Switch off.
Table 2.1
l / cm V/V
20.0
40.0
60.0
80.0
100.0
[2]
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7
(b) Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
[4]
(c) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ...........................................................[2]
Gk
(ii) Calculate the resistance R of each centimetre of the wire. Use the equation R = ,
I
where k = 1.0 V / cm and I is the current recorded in (a)(i). Include the unit.
R = ...........................................................[2]
[Total: 11]
8
3 In this experiment, you will determine the refractive index n of the material of a transparent block.
hole N
A F B
D G C
eye
Fig. 3.1
(a) Carry out the following instructions, using the separate ray-trace sheet provided. Refer to
• Place the transparent block, largest face down, on the ray-trace sheet supplied. The
block should be approximately in the middle of the paper.
• Draw and label the outline of the block ABCD.
• Remove the block and draw the normal NL at the centre of side AB. Continue the normal
so that it passes through side CD of the block.
• Label the point F where NL crosses AB.
• Label the point G where NL crosses CD.

[2]
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9
(b) • Draw the line EF at an angle i = 30° to the normal as shown in Fig. 3.1.
• Place the paper on the pin board.
• Place two pins P1 and P2 on line EF at a suitable distance apart for this experiment.
• Replace the block and look from the position of the eye shown in Fig. 3.1, to observe
the images of P1 and P2 through side CD of the block. Adjust your line of sight until the
• Place two pins P3 and P4 between your eye and the block so that P3, P4, and the images
of P1 and P2 seen through the block, appear one behind the other.
• Label the positions of P1, P2, P3 and P4.
• Remove the block and the pins.
• Draw a line joining the positions of P3 and P4. Continue the line until it meets the normal
NL.
• Label the point H where the line meets side CD. Draw the line FH.
[1]
(c) (i) Measure and record the length a of the line GH.
a = ...........................................................[1]
(ii) Measure and record the length b of the line FH.
b = ...........................................................[1]
0.50b
(iii) Calculate the refractive index n using the equation n = .
a
n = ...........................................................[2]
(d) Repeat the procedure in (b) using an angle i = 45º.
(i) Repeat the measurements in (c)(i) and (c)(ii) for i = 45º.
a = ...............................................................
b = ...............................................................
[1]
0.71b
(ii) Calculate the refractive index n using the equation n = .
a
n = ...........................................................[1]

10
(e) A student carries out this experiment with care and expects the two values of refractive index
n obtained in this experiment to be equal.
State two difficulties with this type of experiment that could explain any difference in the two
values of n.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
Tie your ray-trace sheet into this Question Booklet between pages 10 and 11.
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11
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12
4 A student is investigating the relationship between the power produced by an electrical heater and
the time taken to heat a beaker of water. The power of the heater is given by the equation P = VI,
where V is the potential difference (p.d.) across the heater and I is the current in the heater.
Plan an experiment to investigate the relationship between the power produced by an electrical
heater and the time taken to heat a beaker of water.
You are not required to carry out this investigation.
The following apparatus is available:
ammeter
voltmeter
0–12 V variable power supply
250 cm3 beaker
heater
thermometer
stopwatch
The student can also use other apparatus and materials that are usually available in a school
laboratory.
You should:
• complete the diagram in Fig. 4.1 to show the circuit that you would use
• draw a table with column headings, to show how you would display your readings (you
are not required to enter any readings in the table)
• explain how you would use your results to reach a conclusion.
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13
beaker
heater water
Fig. 4.1
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
14
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
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......................................................................................................................................................[7]
[Total: 7]
© UCLES 2018 0625/51/O/N/18

15
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© UCLES 2018 0625/51/O/N/18

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© UCLES 2018 0625/51/O/N/18

PHYSICS 0625/51
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a) l0 sensible value, in mm 1
1(b)(i) Sensible l greater than l0 1
1(b)(ii) Correct calculation of e 1
1(b)(iii) k calculated correctly 1
1(c)(i) t sensible 1
1(c)(ii) T = t / 10 and T2 present with unit s2 1
1(c)(iii) Correct k within 20% of previous value 1
1(d) Statement matches results 1
Idea of within (or beyond) limits of experimental accuracy explained, e.g. close enough, very close, too far apart 1
1(e) At least 3 additional values given 1
Values between 50 g and 600 g 1

PUBLISHED
2(a)(i) I to at least 2 dp and < 1 A 1
2(a)(ii) V values to at least 1 dp and < 4 V 1
V values increasing 1
2(b) Graph:
Suitable scales 1
Good line judgement, single, thin, continuous line 1
2(c)(i) Triangle method seen on graph 1
At least half of candidate’s line used and G present 1
2(c)(ii) R correct to 2 or 3 significant figures 1
Unit Ω / cm OR Ω 1

PUBLISHED
3(a) Ray-trace:
Normal through block 1
Normal at centre of AB 1
3(b) Ray-trace: 1
P1 and P2 at minimum distance apart of 5.0 cm
3(c)(i) a correct to ± 1 mm 1
3(c)(ii) b correct to ± 1 mm and both with correct unit 1
3(c)(iii) n correct, 2 or 3 significant figures with no unit 1
n = 1.35 to 1.64 1
3(d)(i) Second set of lines seen on trace in approximately correct positions and a and b recorded 1
3(d)(ii) n within 10% of value in (b) 1

Lining up the pins exactly / seeing pins clearly
Drawing accurate, thin lines
Getting pins vertical
Replacing block accurately on outline / outline larger than block / owtte

PUBLISHED
4 MP1 Workable, correct circuit diagram with power source and correct symbols for ammeter and voltmeter. 1
Method to include:
MP2 Measuring V and I 1
MP3 Repeating with at least two other values of V or power, and / or I 1
MP4 Measuring time to raise water temperature 1
MP5 Any ONE from: 1

Same starting temperature
Same finishing temperature
Same temperature difference
Same room temperature
Same volume / mass / amount of water
MP6 Table with clear columns for time, V and I, with appropriate units and P (or VI) 1
MP7 Conclusion: Plot a graph of power against time. 1

* 2 5 5 1 7 9 6 0 8 2 *
PHYSICS 0625/61
1 hour

DC (SC/CGW) 152085/3
2
1 A student is determining the spring constant k of a spring by two methods.
Fig. 1.2 shows how the apparatus is used.
Method 1
(a) On Fig. 1.1, measure the unstretched length l 0 of the spring, in mm.
spring l0
Fig. 1.1
l 0 = ................................................. mm [1]
(b) The student attaches the spring to the clamp as shown in Fig. 1.2.
He hangs a 300 g mass on the spring.
spring
clamp holding
cork
300 g mass
pin in cork
bench
Fig. 1.2
He measures the new length l of the spring.
l = ......................................................
53 mm
© UCLES 2018 0625/61/O/N/18
3
(i) Calculate the extension e of the spring using the equation e = l – l 0.
e = ................................................. mm [1]
F
(ii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
k = ............................................ N / mm [1]
Method 2
(c) The student pulls the mass down a short distance and releases it so that it oscillates up and
down. Fig. 1.3 shows the time t taken for 10 complete oscillations.
min sec sec
00:03. 46
Fig. 1.3
(i) Record the time t taken for 10 complete oscillations.
t = ........................................................ [1]
(ii) 1. Calculate the time T taken for one complete oscillation.
T = .............................................................
2. Calculate T 2.
T 2 = .............................................................
[2]
(iii) Calculate the spring constant k using the equation k = 0.0402

m, where m = 0.300 kg.
T
k = ............................................ N / mm [1]

4
(d) State and explain whether your two values for k are the same within the limits of experimental
accuracy.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
(e) A student states that repeating Method 1 with different masses would improve the reliability of
the value obtained for k.
Suggest additional values for the mass m that you would use when repeating the experiment
to improve the reliability.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 11]
© UCLES 2018 0625/61/O/N/18

5
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6
2 A student is determining the resistance of a piece of wire.
Fig. 2.1 shows the circuit she uses.
power supply
P
sliding
contact C wire
V
Fig. 2.1
(a) Record the current I in the circuit, as shown on the ammeter in Fig. 2.2.
I = ........................................................ [1]
0.4 0.6 2 3
0.2 0.8 1 4
0 1.0 0 5
A V
Fig. 2.2 Fig. 2.3
(b) The student places the sliding contact C at a distance l = 20.0 cm from P. The voltmeter
reading is shown in Fig. 2.3. Record the voltmeter reading in Table 2.1 for l = 20.0 cm. [1]
© UCLES 2018 0625/61/O/N/18

7
(c) The student repeats the procedure using values of l = 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
Complete the column headings in the table. [1]
Table 2.1
l/ V/
20.0
40.0 0.9
60.0 1.6
80.0 2.0
100.0 2.4
(d) Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0, 0).
[4]

8
(e) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ........................................................ [2]
Gk
(ii) Calculate the resistance R of each centimetre of the wire. Use the equation R = ,
I
where k = 1.0 V / cm and where I is the current recorded in (a).
Include the unit.
R = ........................................................ [2]
[Total: 11]
© UCLES 2018 0625/61/O/N/18

9
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10
3 A student is determining the refractive index n of the material of a transparent block.
Fig. 3.1 shows the outline ABCD of the transparent block.
A B
D C
P3
P4
eye
Fig. 3.1
© UCLES 2018 0625/61/O/N/18

11
(a) (i) On Fig. 3.1:
• draw a normal NL at the centre of side AB
• continue the normal so that it passes through side CD of the block
• label the point F where NL crosses AB
• label the point G where NL crosses CD. [1]
(ii) Draw a line EF at an angle i = 30° to the left of the normal and above side AB. [1]
(iii) Mark the positions of two pins P1 and P2 on line EF placed at a suitable distance apart
for this type of ray-tracing experiment. [1]
(b) The student observes the images of P1 and P2 through side CD of the block so that the
He places two pins P3 and P4 between his eye and the block so that P3, P4 and the images of
P1 and P2 seen through the block, appear one behind the other.
The positions of P3 and P4 are marked on Fig. 3.1.
(i) • Draw a line joining the positions of P3 and P4. Continue the line until it meets the
normal NL.
• Label the point H where the line meets side CD. Draw the line FH.
[1]
(ii) Measure and record the length a of the line GH.
a = ........................................................ [1]
(iii) Measure and record the length b of the line FH.
b = ........................................................ [1]
0.5b
(iv) Calculate the refractive index n using the equation n = .
a
n = ........................................................ [1]

12
(c) The student repeats the procedure using the angle of incidence i = 45°.
3.2
a = ....................................................... cm
6.9
b = ....................................................... cm
0.71b
Calculate the refractive index n, using the equation n = .
a
n = ........................................................ [1]
(d) The student expected the two values of refractive index n obtained in this experiment to be
equal.
State two difficulties with this type of experiment that could explain any difference in the two
values of n.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(e) A student suggests precautions to take in this experiment to obtain reliable results.
Tick one box to indicate the most sensible suggestion.
Carry out the experiment in a darkened room.
Use pins that are taller than the height of the block.
View the bases of the pins.
View the pins with one eye closed.

[1]
[Total: 11]
© UCLES 2018 0625/61/O/N/18

13
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14
4 A student is investigating the relationship between the power produced by an electrical heater and
the time taken to heat a beaker of water. The power of the heater is given by the equation P = VI,
where V is the potential difference (p.d.) across the heater and I is the current in the heater.
Plan an experiment to investigate the relationship between the power produced by an electrical
heater and the time taken to heat a beaker of water.
ammeter
voltmeter
0–12 V variable power supply
250 cm3 beaker
heater
thermometer
stopwatch
laboratory.
You should:
• complete the diagram in Fig. 4.1 to show the circuit that you would use
• draw a table with column headings, to show how you would display your readings (you
are not required to enter any readings in the table)
• explain how you would use your results to reach a conclusion.
© UCLES 2018 0625/61/O/N/18

15
beaker
electrical heater water
Fig. 4.1
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
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16
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..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..................................................................................................................................................... [7]
[Total: 7]
© UCLES 2018 0625/61/O/N/18

PHYSICS 0625/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a) l0 = 22 (mm) 1
1(b)(i) e = 31 (mm) ecf allowed 1
1(b)(ii) k = 0.0968 (N / mm) ecf allowed 1
1(c)(i) t = 3.46 (s) 1
1(c)(ii) T= 0.346 (s) T2 = 0.12 (0.1197) 1
units s and s2 1
1(c)(iii) k = 0.1 1
1(d) Statement matches results 1
Idea of within (or beyond) limits of experimental accuracy explained, e.g. close (enough), very close, nearly the same; (too) 1
far apart
1(e) At least 3 additional values given 1
Values between 50 g and 600 g 1

PUBLISHED
2(a) I = 0.48 1
2(b) V = 0.5 1
2(c) cm, V 1
2(d) Graph: 1
Axes correctly labelled and right way round
Suitable scale 1
2(e)(i) Triangle method seen on graph 1
At least half of candidate’s line used 1
2(e)(ii) R in range 0.040 to 0.055. No ecf allowed 1
Unit Ω / cm OR Ω 1

PUBLISHED
3(a)(i) Normal through block and at centre of AB 1
3(a)(ii) i = 30° on correct side of normal 1
3(a)(iii) P1 and P2 at minimum distance apart of 5.0 cm 1
3(b)(i) Line through P3 and P4 straight and continued to NL 1
3(b)(ii) a in range 17 mm to 21 mm 1
3(b)(iii) b in range 55 mm to 56 mm and both a and b with correct unit 1
3(b)(iv) n in range 1.31–1.65, 2 or 3 significant figures 1
3(c) n = 1.5 or 1.53, both n with no unit 1
3(d) Any two from: 2

Getting pins vertical / pins are bent
Lining up the pins exactly / seeing pins clearly
Drawing accurate / thin lines
Replacing block accurately on outline / outline larger than block / owtte
3(e) 3rd box (view bases of pins) 1

PUBLISHED
4 MP1 Workable, correct circuit diagram with power source and correct symbols for ammeter and voltmeter. 1
Method to include:
MP2 Measuring V and I 1
MP3 Repeating with at least two other values of V or power, and / or I 1
MP4 Measuring time to raise water temperature by a specific amount or to a specific value 1
MP5 Any ONE from: 1

Same finishing temperature
Same temperature difference
Same volume / mass / amount of water
MP6 Table with clear columns for time, V and I, with appropriate units and P(or VI) 1
MP7 Conclusion: Plot a graph of power against time. 1

PHYSICS 0625/11
45 minutes
Soft clean eraser
*8871621324*

IB18 06_0625_11/3RP
2
1 A length of cotton is measured between two points on a ruler.
cotton
cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
When the length of cotton is wound closely around a pen, it goes round six times.
six turns of cotton

pen
What is the distance once round the pen?
A 2.2 cm B 2.6 cm C 13.2 cm D 15.6 cm
2 A car is moving along a straight, level road, with a constant acceleration.
Which graph shows the motion of the car?
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
3 A car takes 15 minutes to travel along a road that is 20 km long.
What is the average speed of the car?
A 0.75 km / h B 5.0 km / h C 80 km / h D 300 km / h
© UCLES 2018 0625/11/M/J/18

3
4 Diagram 1 shows a beam balance. A beaker with a wire loop balances the standard masses.
The beaker is then removed and hung from a spring. The spring extends by 5.0 cm, as in
diagram 2.
diagram 1 diagram 2
beam beaker with spring

standard balance wire loop
masses
attached
beaker with
wire loop
attached
The experiment is repeated with the same apparatus on the Moon, where the acceleration of free
fall is less than on Earth.
Which statement describes what happens on the Moon?
A The beam balance is balanced and the spring extends by 5.0 cm.
B The beam balance is balanced and the spring extends by less than 5.0 cm.
C The right-hand balance pan is higher and the spring extends by 5.0 cm.
D The right-hand balance pan is higher and the spring extends by less than 5.0 cm.
5 An empty beaker is placed on a top-pan balance. Some water is now poured into the beaker.
0.062 kg 0.106 kg
empty beaker beaker + water
What is the weight of the water?
A 0.044 kg B 0.168 kg C 0.0044 N D 0.44 N

4
6 Three liquids P, Q and R have different densities and do not mix. The liquids are placed in a
measuring cylinder and allowed to settle. A small block is then dropped into the measuring
cylinder and comes to rest, as shown.
Q
block
Which statement about the density of the block is correct?
A It is equal to the density of Q.

B It is greater than the density of P.
C It is greater than the density of R.
D It is less than the density of Q.
7 The diagram shows some liquid in a measuring cylinder.
The mass of the liquid is 16 g.
25
cm3
20
15
10
A 0.80 g / cm 3 B 1.25 g / cm 3 C 36 g / cm 3 D 320 g / cm 3
© UCLES 2018 0625/11/M/J/18

5
8 A car is moving in a straight line on a level road. Its engine provides a forward force on the car. A
second force of equal size acts on the car due to resistive forces.
Which statement describes what happens?
A The car changes direction.

B The car moves at a constant speed.
C The car slows down.
D The car speeds up.
9 A hole is drilled in a square tile. The diagram shows the tile hanging freely on a nail.
Where is the centre of mass of the tile?
A
nail
tile
D
B
C
10 The diagram shows the energy transferred in a lamp in one second.
light energy out

total energy in = 60 J
= 100 J
wasted energy out

= 40 J
Which type of wasted energy is produced by the lamp?
A chemical potential energy

B electrical energy
C gravitational potential energy
D thermal energy

6
11 Which energy resource is not renewable?
A fossil fuel
B sunlight
C tides
D wind
12 A student does work by pulling a box across a horizontal floor.
She now pulls a second box along the same floor.
Which row indicates that the student is now doing twice as much work?
force used distance the

to pull box box is pulled
A is doubled is doubled
B is doubled is halved
C stays the same is doubled
D stays the same is halved
13 Four identical beakers are filled with equal volumes of liquids P or Q, as shown. Liquid P is more
dense than liquid Q.
At which point is the pressure the least?
liquid P B liquid Q D
A C
14 A woman has a weight of 600 N. She stands on a horizontal floor. The area of her feet in contact
with the floor is 0.050 m2.
What is the pressure she exerts on the floor?
A 1.2 × 103 N / m2
B 2.4 × 103 N / m2
C 1.2 × 104 N / m2
D 2.4 × 104 N / m2
© UCLES 2018 0625/11/M/J/18

7
15 On a warm day, a carton of fresh milk is covered with a wet cloth.
Why does this help to reduce the temperature of the milk?
A Some water evaporates from the cloth so the remaining water becomes cooler.
B The water has a very high thermal capacity.
C The water insulates the milk from the warm air around it.
D Water is always colder than the air around it.
16 Air is trapped in a cylinder by a piston.
The piston is pushed inwards and the volume of the air is reduced.
The temperature of the trapped air remains constant.
Which row describes how the average speed of the air molecules and the average distance
between them changes?
average speed average distance

of molecules between molecules
B increases unchanged
D unchanged increases
17 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

8
18 A student wishes to calibrate a mercury-in-glass thermometer with a °C scale.
Which values should she use for the lower fixed point and for the upper fixed point?
lower fixed point upper fixed point
A melting point of ice boiling point of mercury

B melting point of ice boiling point of water
C melting point of mercury boiling point of mercury
D melting point of mercury boiling point of water
19 Which row gives the correct name for each change of state shown?
change of state
gas to liquid liquid to solid solid to liquid
A condensation melting solidification

B condensation solidification melting
C evaporation melting solidification
D evaporation solidification melting
20 On a cold day, a metal front-door knob X and a similar plastic knob Y are at the same
temperature.
Why does X feel cooler to the touch than Y?
A X convects thermal energy better than Y.

C X is a better insulator than Y.
D X is a better radiator of thermal energy than Y.
21 A liquid is heated and it expands.
How does this lead to the formation of a convection current?
A The density of the heated liquid decreases.

B The density of the heated liquid increases.
C The mass of the heated liquid molecules decreases.
D The mass of the heated liquid molecules increases.
© UCLES 2018 0625/11/M/J/18

9
22 Which arrow on the graph shows the amplitude of the wave?
displacement
B
A C
0
0 distance
23 In which situation is the wavelength of the wave changed?
A light from the Sun passing from air into water

B radio waves travelling from an Earth satellite to the Moon
C sound reflecting from a wall
D water waves passing through a narrow gap
24 Scout P signals to scout Q on the other side of a valley by using a mirror to reflect the Sun’s light.
Sun’s
scout P light
mirror
scout Q
Which mirror position allows the Sun’s light to be reflected to scout Q?
A B C D
light light light light

10
25 The diagram shows the electromagnetic spectrum. The numbers indicate the approximate
wavelength at the boundaries between the various regions of the spectrum.
For a device to be able to make use of electromagnetic radiation, it needs an aerial of

approximately the same size as the radiation it is designed to work with.
P Q R S T U V
1m 10–3 m 7 × 10–7 m 4 × 10–7 m 10–8 m 10–11 m
A A mobile phone uses radiation from region P.

B A television satellite dish uses radiation from region Q.
C The receptor cells in an eye use radiation from region R.
D The remote controller for a television uses radiation from region U.
26 A dolphin has a range of audible frequencies of 150 Hz–150 kHz.
Which range of frequencies can be heard both by humans with good hearing and by dolphins?
A 20 Hz–150 Hz
B 20 Hz–150 kHz
C 20 kHz–150 kHz
D 150 Hz–20 kHz
27 A permanent magnet is placed close to a bar of soft iron.
permanent
S N P Q soft iron bar
magnet
What are the polarities of end P and of end Q?
end P end Q
A N N
B N S
C S N
D S S
© UCLES 2018 0625/11/M/J/18

11
28 Which metal is used for the core of an electromagnet?
A copper
B iron
C magnesium
D steel
29 The diagram shows a cell connected to three resistors R1, R2 and R3.
position 1 position 4
R1 R2
position 2 position 3
R3
A student connects an ammeter first in position 1, then in position 2, 3 and 4 in turn.
In which positions does the ammeter show the current in R1?
A 1, 2 and 4 B 1 and 2 only C 3 only D 4 only
30 A plastic rod is rubbed with a cloth. The rod becomes positively charged.
What happens to the plastic rod and what is the charge on the cloth?
plastic rod charge on cloth
A gains electrons negative

B gains electrons positive
C loses electrons negative
D loses electrons positive
31 A student measures the potential difference across a device and the current in the device.
Which calculation gives the resistance of the device?
A current + potential difference
B current ÷ potential difference
C potential difference ÷ current
D potential difference × current

12
32 The diagram shows three identical resistors, three ammeters and a battery, connected in a
circuit.
ammeter 1 A ammeter 2
A
A
ammeter 3
What is the order of the magnitudes of the readings on the ammeters from smallest to largest?
smallest intermediate largest
A ammeter 1 ammeter 2 ammeter 3

B ammeter 1 ammeter 3 ammeter 2
C ammeter 2 ammeter 3 ammeter 1
D ammeter 3 ammeter 2 ammeter 1
33 A student sets up this circuit.
What is the purpose of the circuit?
A to allow a lamp to be made dimmer or brighter as required

B to amplify the sound of a voice
C to light a lamp in the dark
D to sound a bell when the temperature rises
© UCLES 2018 0625/11/M/J/18

13
34 The diagram shows two voltmeters P and Q connected to a potential divider.
V voltmeter P
X
V voltmeter Q
The sliding connection at point X is moved towards the top of the diagram.
What happens to the reading on P and to the reading on Q?
reading on P reading on Q
35 Which statement about electromagnetic induction is correct?
A A strong magnet that is held stationary near a stationary conductor causes a greater effect
than a weak magnet.
B The effect occurs when a magnet and a conductor are both moved with the same speed and
in the same direction.
C The effect occurs when a magnet is moved away from a nearby conductor.
D The effect only occurs when a magnet is moved towards a conductor.
36 An electrical device changes the voltage of an electrical supply from 240 V a.c. to 20 V a.c.
What is this device?
A a generator
B a relay
C a transformer
D a voltmeter

14
37 In the atomic model, an atom consists of a central mass, orbited by much smaller particles.
orbiting central
particle mass
What is the name of the central mass and of the orbiting particles?
central mass orbiting particles
A neutron α-particles
B neutron electrons
C nucleus α-particles
D nucleus electrons
38 A neutral atom of argon-40 ( 40 39

18 A ) and a neutral atom of potassium-39 ( 19 K ) are compared.
Which atom has more electrons, and which atom has more protons?
more electrons more protons
A argon argon
B argon potassium
C potassium argon
D potassium potassium
39 Which statement about α-particles and β-particles is correct?
A α-particles are less ionising than β-particles.
B α-particles are more penetrating than β-particles.
C α-particles have greater mass than β-particles.
D α-particles have the same charge as β-particles.
© UCLES 2018 0625/11/M/J/18

15
40 An explosion in a nuclear reactor spread the isotope caesium-137 across a large area.
Ninety years after the explosion, the quantity of caesium-137 present will be 12.5% of its original
level.
What is the half-life of caesium-137?
A 11.25 years B 22.5 years C 30.0 years D 45.0 years
© UCLES 2018 0625/11/M/J/18

16
BLANK PAGE
© UCLES 2018 0625/11/M/J/18

PHYSICS 0625/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
IGCSE™ is a registered trademark.

PUBLISHED
1 A 1
2 D 1
3 C 1
4 B 1
5 D 1
6 C 1
7 A 1
8 B 1
9 D 1
10 D 1
11 A 1
12 C 1
13 D 1
14 C 1
15 A 1
16 C 1
17 B 1
18 B 1
19 B 1
20 B 1
21 A 1
22 B 1
23 A 1
24 A 1
25 B 1
26 D 1
27 C 1
28 B 1

PUBLISHED
29 A 1
30 C 1
31 C 1
32 D 1
33 D 1
34 B 1
35 C 1
36 C 1
37 D 1
38 D 1
39 C 1
40 C 1

PHYSICS 0625/21
45 minutes
Soft clean eraser
*7516764361*

IB18 06_0625_21/3RP
2
1 A length of cotton is measured between two points on a ruler.
cotton
cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
When the length of cotton is wound closely around a pen, it goes round six times.
six turns of cotton

pen
What is the distance once round the pen?
A 2.2 cm B 2.6 cm C 13.2 cm D 15.6 cm
2 When does an object falling vertically through the air reach terminal velocity?
A when the acceleration of the object becomes negative

B when the acceleration of the object is equal to g
C when the air resistance equals the weight of the object
D when the air resistance is greater than the weight of the object
© UCLES 2018 0625/21/M/J/18

3
3 A car is moving along a straight, level road, with a constant acceleration.
Which graph shows the motion of the car?
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time

4
4 Diagram 1 shows a beam balance. A beaker with a wire loop balances the standard masses.
The beaker is then removed and hung from a spring. The spring extends by 5.0 cm, as in
diagram 2.
diagram 1 diagram 2
beam beaker with spring

standard balance wire loop
masses
attached
beaker with
wire loop
attached
The experiment is repeated with the same apparatus on the Moon, where the acceleration of free
fall is less than on Earth.
Which statement describes what happens on the Moon?
A The beam balance is balanced and the spring extends by 5.0 cm.
B The beam balance is balanced and the spring extends by less than 5.0 cm.
C The right-hand balance pan is higher and the spring extends by 5.0 cm.
D The right-hand balance pan is higher and the spring extends by less than 5.0 cm.
5 An object always has mass but does not always have weight.
What must be present and acting on the mass for it to have weight?
A a gravitational field
B a set of scales
C displaced water
D friction due to air resistance
6 A force acting on a moving ball causes its motion to change. This force stays constant.
What makes the force produce a greater change in the motion of the ball?
A decreasing the total mass of the ball

B increasing the temperature of the ball
C using a ball with a hollow centre but the same mass
D using a different material for the ball so that it has a lower density but the same mass
© UCLES 2018 0625/21/M/J/18

5
7 A balloon and a mass are attached to a rod that is pivoted at P.
balloon
45 40 35 30 25 20 15 10 5
P
cm
mass
The balloon is filled with helium, a gas less dense than air, so that it applies an upward force on
the rod.
The rod is horizontal and stationary.
Which action causes the rod to rotate clockwise?
A Move both the balloon and mass 10 cm to the left.

B Move both the balloon and mass 10 cm to the right.
C Move both the balloon and mass to the 25 cm mark.
D Move the balloon to the 20 cm mark and the mass to the 30 cm mark.
8 A car is moving in a straight line on a level road. Its engine provides a forward force on the car. A
second force of equal size acts on the car due to resistive forces.
Which statement describes what happens?
A The car changes direction.

B The car moves at a constant speed.
C The car slows down.
D The car speeds up.
9 Which expression gives the momentum of an object?
A mass × acceleration
B mass × gravitational field strength
C mass × velocity
D 1
2 × mass × (velocity)2

6
10 As energy is transferred into different forms, it eventually becomes dissipated.
What does this mean?
A All the energy disappears.

B The energy finally changes into every possible form of energy.
C The energy spreads out among the objects and their surroundings.
D The total amount of energy becomes less.
11 A ball of mass 1.2 kg is dropped from a height of 30 m. As it falls, 25% of its initial gravitational
potential energy is transferred to thermal energy.
What is the kinetic energy of the ball just before it hits the ground?
A 27 J B 90 J C 270 J D 360 J
12 A girl hangs by her hands from a bar in the gymnasium. She pulls herself up until her chin is level
with the bar.
The mass of the girl is 48 kg.
She pulls herself up through a distance of 0.25 m.
She does this in 2.0 s.
What is the useful power she uses to pull herself up?
A 6.0 W B 24 W C 60 W D 240 W
13 Four identical beakers are filled with equal volumes of liquids P or Q, as shown. Liquid P is more
dense than liquid Q.
At which point is the pressure the least?
liquid P B liquid Q D
A C
14 An oil tank has a base of area 2.5 m2 and is filled with oil to a depth of 1.2 m.
The density of the oil is 800 kg / m3.
What is the force exerted on the base of the tank due to the oil?
A 960 N B 2400 N C 9600 N D 24 000 N
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7
15 When molecules of a gas rebound from a wall of a container, the wall experiences a pressure.
What is the cause of this pressure?
A the change in energy of the molecules

B the change in momentum of the molecules
C the change in power of the molecules
D the change in speed of the molecules
16 A student wishes to calibrate a mercury-in-glass thermometer with a °C scale.
Which values should she use for the lower fixed point and for the upper fixed point?
lower fixed point upper fixed point
A melting point of ice boiling point of mercury

B melting point of ice boiling point of water
C melting point of mercury boiling point of mercury
D melting point of mercury boiling point of water
17 Which statements about boiling and about evaporation are both correct?
boiling evaporation
A takes place only at the surface takes place only at the surface
B takes place only at the surface takes place throughout the liquid
C takes place throughout the liquid takes place only at the surface
D takes place throughout the liquid takes place throughout the liquid
18 On a cold day, a metal front-door knob X and a similar plastic knob Y are at the same
temperature.
Why does X feel cooler to the touch than Y?
A X convects thermal energy better than Y.

C X is a better insulator than Y.
D X is a better radiator of thermal energy than Y.

8
19 Light travels at a speed of 2.0 × 108 m / s in a glass block.
In the glass, the wavelength of the light is 4.0 × 10–7 m.
What is the frequency of the light?
A 2.0 × 10–15 Hz
B 1.3 × 10–2 Hz
C 80 Hz
D 5.0 × 1014 Hz
20 Which arrow on the graph shows the amplitude of the wave?
displacement
B
A C
0
0 distance
21 Scout P signals to scout Q on the other side of a valley by using a mirror to reflect the Sun’s light.
Sun’s
scout P light
mirror
scout Q
Which mirror position allows the Sun’s light to be reflected to scout Q?
A B C D
light light light light
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9
22 A prism is made from transparent plastic. In this plastic, light travels at 0.80 c, where c is its speed
in air. Light enters one face of the prism at right-angles as shown.
NOT TO
SCALE
The light just escapes from the sloping face of the prism.
What is angle θ ?
A 37° B 39° C 51° D 53°
23 The Sun emits infra-red radiation and light.
Light from the Sun reaches the Earth in 8 minutes.
Which row gives correct information about the infra-red radiation?
wavelength of time taken for infra-red

infra-red radiation radiation to reach Earth
A longer than wavelength of light 8 minutes

B longer than wavelength of light much less than 8 minutes
C shorter than wavelength of light 8 minutes
D shorter than wavelength of light much more than 8 minutes
24 A dolphin has a range of audible frequencies of 150 Hz–150 kHz.
Which range of frequencies can be heard both by humans with good hearing and by dolphins?
A 20 Hz–150 Hz
B 20 Hz–150 kHz
C 20 kHz–150 kHz
D 150 Hz–20 kHz

10
25 A permanent magnet is placed close to a bar of soft iron.
permanent
S N P Q soft iron bar
magnet
What are the polarities of end P and of end Q?
end P end Q
A N N
B N S
C S N
D S S
26 A steel magnet is placed inside a coil of wire.
Which method is used to demagnetise the magnet?
A connect the coil to an a.c. power supply

B connect the coil to an a.c. power supply and slowly remove the magnet from the coil
C connect the coil to a d.c. power supply
D connect the coil to a d.c. power supply and slowly remove the magnet from the coil
27 The electromotive force (e.m.f.) of a rechargeable battery is 6.0 V.
What does this mean?
A 6.0 J is the maximum energy the battery can provide in 1.0 s.

B 6.0 J is the total energy the battery can provide before it has to be recharged.
C 6.0 J of energy is provided by the battery to drive a charge of 1.0 C around a complete circuit.
D 6.0 J of energy is provided by the battery to drive a current of 1.0 A around a complete circuit.
28 A student measures the potential difference across a device and the current in the device.
Which calculation gives the resistance of the device?
A current + potential difference
B current ÷ potential difference
C potential difference ÷ current
D potential difference × current
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11
29 A water heater is connected to a 230 V supply and there is a current of 26 A in the heater. It takes
20 minutes to heat the water to the required temperature.
How much energy is supplied by the heater?
A 6.0 × 103 J B 1.0 × 104 J C 1.2 × 105 J D 7.2 × 106 J
30 Which electrical symbol represents a diode?
A B C D
31 A student sets up this circuit.
What is the purpose of the circuit?
A to allow a lamp to be made dimmer or brighter as required

B to amplify the sound of a voice
C to light a lamp in the dark
D to sound a bell when the temperature rises

12
32 The diagram shows two voltmeters P and Q connected to a potential divider.
V voltmeter P
X
V voltmeter Q
The sliding connection at point X is moved towards the top of the diagram.
What happens to the reading on P and to the reading on Q?
reading on P reading on Q
33 The diagram represents a digital circuit using a NOR gate and an AND gate.
X NOR
AND
Y
output
What is the truth table for this circuit?
A B C D
X Y Z output X Y Z output X Y Z output X Y Z output

0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1
0 0 1 0 0 0 1 1 0 0 1 1 0 0 1 0
0 1 0 0 0 1 0 0 0 1 0 1 0 1 0 1
0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 1
1 0 0 0 1 0 0 0 1 0 0 1 1 0 0 1
1 0 1 1 1 0 1 0 1 0 1 0 1 0 1 1
1 1 0 0 1 1 0 0 1 1 0 1 1 1 0 1
1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1
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13
34 Which statement about electromagnetic induction is correct?
A A strong magnet that is held stationary near a stationary conductor causes a greater effect
than a weak magnet.
B The effect occurs when a magnet and a conductor are both moved with the same speed and
in the same direction.
C The effect occurs when a magnet is moved away from a nearby conductor.
D The effect only occurs when a magnet is moved towards a conductor.
35 The diagram shows a current-carrying conductor in a magnetic field.
Which arrow shows the direction of the force acting on the conductor?
S D B N
36 Power losses in transmission cables are reduced by increasing the transmission voltage.
What is the explanation for this reduction?
A The current decreases, reducing thermal energy losses.

B The current increases, increasing the flow of charge.
C The resistance of the cable increases, reducing the current.
D The resistance of the cable decreases.

14
37 In the atomic model, an atom consists of a central mass, orbited by much smaller particles.
orbiting central
particle mass
What is the name of the central mass and of the orbiting particles?
central mass orbiting particles
A neutron α-particles
B neutron electrons
C nucleus α-particles
D nucleus electrons
38 Nuclear fusion is a reaction that takes place in stars.
Which row describes this reaction?
action of atomic nuclei energy

A an atomic nucleus splits into absorbed
two or more smaller nuclei
B an atomic nucleus splits into released
two or more smaller nuclei
C atomic nuclei join together absorbed
to form a larger nucleus
D atomic nuclei join together released
to form a larger nucleus
© UCLES 2018 0625/21/M/J/18

15
39 The diagram shows emissions from a source passing into the electric field between two charged
plates.
+ + + + + + + + + +
source
– – – – – – – – – –
What is emitted by this source?
A neutrons and γ-rays only
B α-particles and β-particles only
C α-particles and γ-rays only
D β-particles and γ-rays only
40 The graph shows how the count rate registered by a counter near to a sample of a radioactive
isotope changes over a period of a few days. The background count rate is 5 counts per minute.
50
count rate
40
counts / minute
30
20
10
0
0 1 2 3 4 5 6 7 8
time / days
What is the half-life of the isotope?
A 2.0 days B 2.5 days C 3.0 days D 4.0 days
© UCLES 2018 0625/21/M/J/18

16
BLANK PAGE
© UCLES 2018 0625/21/M/J/18

PHYSICS 0625/21
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.

PUBLISHED
1 A 1
2 C 1
3 D 1
4 B 1
5 A 1
6 A 1
7 B 1
8 B 1
9 C 1
10 C 1
11 C 1
12 C 1
13 D 1
14 D 1
15 B 1
16 B 1
17 C 1
18 B 1
19 D 1
20 B 1
21 A 1
22 D 1
23 A 1
24 D 1
25 C 1
26 B 1
27 C 1
28 C 1

PUBLISHED
29 D 1
30 B 1
31 D 1
32 B 1
33 B 1
34 C 1
35 A 1
36 A 1
37 D 1
38 D 1
39 C 1
40 A 1

* 1 5 3 5 0 6 4 3 4 4 *
PHYSICS 0625/31
Paper 3 Theory (Core) May/June 2018
1 hour 15 minutes

DC (LK/CGW) 150265/5
2
1 Model trains move along a track passing through two model stations. Students analyse the motion
of a train. They start a digital timer as the train starts to move. They record the time that it enters
Station A and the time it enters Station B.
Fig. 1.1 shows the time on entering Station A and the time on entering Station B.
hour min sec hour min sec
time entering Station A time entering Station B
Fig. 1.1
(a) Calculate the time taken from the train entering Station A to the train entering Station B.
State your answer in seconds.
time taken = ....................................................... s [1]
(b) A faster train takes 54 s to travel from Station A to Station B. The distance between the stations
is 120 m.
Calculate the average speed of this train.
average speed = .................................................. m / s [3]
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3
(c) Fig. 1.2 shows the speed-time graph for a train travelling on a different part of the track.
4.0
speed
m/s
3.0
2.0
1.0
0
0 2.0 4.0 6.0 8.0 10.0 12.0 14.0
time / s
Fig. 1.2
Determine the total distance travelled by the train on this part of the track.
distance = ...................................................... m [4]
[Total: 8]

4
2 A 250 cm3 beaker containing some liquid is shown in Fig. 2.1.
beaker
unknown
volume of
liquid
Fig. 2.1
(a) (i) A student has a measuring cylinder and a balance.
Describe an experiment to determine the density of the liquid.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(ii) Suggest the unit of density used by the student.
.......................................................................................................................................[1]
(b) Fig. 2.2 shows a block of polythene.
polythene
Fig. 2.2
(i) Polythene floats in water. Explain why polythene floats.
.......................................................................................................................................[1]
© UCLES 2018 0625/31/M/J/18

5
(ii) The weight of the polythene block is 0.84 N.
Calculate the mass of the block.
mass = ..................................................... kg [3]
[Total: 10]

6
3 (a) Fig. 3.1 shows the vertical forces on a rocket.
thrust 74.2 N
air resistance 2.4 N

weight 43.0 N
Fig. 3.1
Calculate the resultant force on the rocket.
resultant force = ........................................................... N
direction = ...........................................................[3]
(b) Fig. 3.2 shows the speed and direction of motion of an object at a point in time.
150.0 m / s
object
Fig. 3.2
The resultant force on the object is zero for 10 seconds.
Deduce the speed and direction of motion after 5 seconds. Indicate the speed and direction
of the object by drawing a labelled arrow next to the object in Fig. 3.3.
Fig. 3.3
[1]
[Total: 4]
© UCLES 2018 0625/31/M/J/18
7
4 (a) Fig. 4.1 shows a smoke cell. The cell contains smoke particles and air molecules. It is lit from
the side. A student views the motion of smoke particles in the cell by using a microscope.
microscope
smoke cell
air molecules
light and
smoke particles
Fig. 4.1
Describe and explain what the student sees when viewing the smoke particles through the
microscope.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Drops of water on a warm surface disappear after a short time. State the term used to
describe this process. Explain the process, using your ideas about molecules.
name of process .......................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 7]

8
5 Fig. 5.1 shows a geothermal power station. It generates electricity.
generating
station
cold water hot water

pumped down rises to the surface
Fig. 5.1
(a) In a geothermal power station, the process of generating electricity includes seven stages.
Four of the stages are shown below.
P steam turns a turbine

Q hot underground rocks heat the cold water
R the turbine spins a generator
S hot water rises to the surface
The flow chart in Fig. 5.2 shows the seven stages, but it is incomplete. Complete the flow
chart by adding the letters P, Q, R and S in the correct sequence.
cold water is pumped down
hot water produces steam
electricity is generated
Fig. 5.2
[3]
© UCLES 2018 0625/31/M/J/18

9
(b) The cost of electrical energy obtained from a geothermal power station is similar to the cost of
electrical energy obtained from wind turbines.
Describe one advantage and one disadvantage of using a geothermal power station to
generate electricity compared with using wind turbines.
advantage .................................................................................................................................
...................................................................................................................................................
disadvantage ............................................................................................................................
...................................................................................................................................................
[2]
[Total: 5]

10
6 A student constructs a device for absorbing thermal energy from the Sun. Fig. 6.1 shows the
device.
Sun
thermometer
Tank A
cold water thermometer
white plastic pipe

Tank B
warm water
Fig. 6.1
The student places the white plastic pipe in sunlight. The cold water flows slowly from Tank A to
Tank B. Energy from the Sun heats the water in the pipe.
Fig. 6.2 shows the temperatures in Tank A and Tank B.
–10 0 10 20 30 40 50 60 70 80 90 100 110

°C
Thermometer showing temperature in Tank A.
–10 0 10 20 30 40 50 60 70 80 90 100 110

°C
Thermometer showing temperature in Tank B.
Fig. 6.2
(a) Determine the rise in temperature of the water.
temperature rise = .................................................... ° C [1]
© UCLES 2018 0625/31/M/J/18

11
(b) The student wants to increase the thermal energy absorbed by the water in the pipe. Suggest
three improvements he can make to increase the thermal energy absorbed.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
3 ................................................................................................................................................
...................................................................................................................................................
[3]
(c) Describe how the thermal energy is transferred from the Sun to the water inside the pipe.
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]

12
7 The spectrum of white light is made up of seven colours.
(a) Fig. 7.1 shows a partially-completed spectrum. Two labels are missing.
violet indigo green orange red
Fig. 7.1
(i) On Fig. 7.1, write the name of the missing colour in each blank space. [2]
(ii) On Fig. 7.1, indicate the direction of increasing wavelength for the spectrum. Draw an
arrow in the box below the spectrum of colours. [1]
(b) A ray of red light strikes one face of a triangular glass prism as shown in Fig. 7.2.
ray of red light

glass prism
Fig. 7.2
(i) On Fig. 7.2, draw the path of the ray as it travels through the glass prism and enters
the air. [2]
(ii) State the term used to describe what happens to the ray of red light as it enters and
leaves the prism.
.......................................................................................................................................[1]
[Total: 6]
© UCLES 2018 0625/31/M/J/18

13
8 This question is about measuring the speed of sound in air.
A student stands in front of a large wall. She hits a drum and hears an echo. Fig. 8.1 shows the
position of the student and the wall.
wall
student
Fig. 8.1
(a) (i) State the name of a piece of equipment for measuring the distance from the student to
the wall.
.......................................................................................................................................[1]
(ii) Explain how sound forms an echo.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) The student hits her drum repeatedly once per second. She walks away from the wall and
listens for the echo. When the student is 170 m from the wall she hears the echo from one
beat of the drum at the same time as the next beat of the drum.
Use this information to determine the speed of sound. State the unit.
speed = .......................................................... [4]
[Total: 6]

14
9 Fig. 9.1 shows a partially-labelled diagram of the electromagnetic spectrum.
A B
gamma ray ultraviolet visible infra-red radio
Fig. 9.1
(a) (i) On Fig. 9.1, add the names of the missing radiations at A and at B. [2]
(ii) Indicate the radiation that has the lowest frequency. On Fig. 9.1, draw a ring around the
radiation. [1]
(b) State two safety precautions when handling sources that emit gamma radiation.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 5]
© UCLES 2018 0625/31/M/J/18

15
10 Fig. 10.1 shows a circuit for determining the resistance of a component.
Fig. 10.1
(a) On Fig. 10.1, label the fixed resistor, by writing the letter R. [1]
(b) Two components in Fig. 10.1 measure electrical quantities.
Identify the quantity that each component measures.
Write each quantity and the unit of each quantity in the correct place in Table 10.1.
component quantity unit
Table 10.1
[4]
(c) A student uses the circuit in Fig. 10.1 to determine the resistance of wires made from the
same material.
State how the resistance of a wire is related to its length and its diameter.
length ........................................................................................................................................
...................................................................................................................................................
diameter ....................................................................................................................................
...................................................................................................................................................
[2]
[Total: 7]

16
11 Fig. 11.1 shows a vertical conductor passing through a horizontal piece of card.
conductor
card
Fig. 11.1
(a) (i) On Fig. 11.1, draw a cell and a switch in series with the conductor to form a complete
circuit.
Use the correct circuit symbols. [2]
(ii) A student sprinkles iron filings onto the card and closes the switch. There is a current in
the conductor. Describe the pattern of the magnetic field seen.
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) The student reverses the direction of the current in the conductor. State the effect, if any,
on the pattern he sees.
.......................................................................................................................................[1]
© UCLES 2018 0625/31/M/J/18

17
(b) Describe an experiment to show that a force acts on a current-carrying conductor in a

magnetic field. Show how to arrange the equipment. Include a diagram in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 9]

18
12 Radioactive decay may include the emission of:
α-radiation
β-radiation
γ-radiation
(a) (i) From the list, state the type of radiation which has the greatest ionising effect.
.......................................................................................................................................[1]
(ii) From the list, state the type of radiation which has the lowest penetrating ability.
.......................................................................................................................................[1]
(b) In a factory, rollers press aluminium metal to make thin foil sheets. An automatic system for
controlling the thickness of the foil uses a radioactive source. The automatic system changes
the gap between the top and bottom roller. Fig. 12.1 shows the equipment.
radioactive
rollers source thin
aluminium
radiation foil
radiation
detector
roller controller counter
Fig. 12.1
(i) Use your ideas about the properties of radiation to suggest and explain the type of
radiation used.
type of radiation .................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2018 0625/31/M/J/18

19
(ii) The aluminium foil passing the radiation detector is too thin. Describe how this fault
affects the reading on the counter.
.......................................................................................................................................[1]
(iii) Suggest how the fault in (b)(ii) is corrected. State what happens to the rollers.
.......................................................................................................................................[1]
(iv) The source used is strontium-90. A nucleus of strontium-90 can be described as 90 Sr.
38
State the number of protons in a nucleus of strontium-90.
.......................................................................................................................................[1]
[Total: 7]
© UCLES 2018 0625/31/M/J/18

20
BLANK PAGE
© UCLES 2018 0625/31/M/J/18

PHYSICS 0625/31
MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a) 72 (s) 1
1(b) (average speed =) distance ÷ time 1
120 ÷ 54 1
2.2(2) (m / s) 1
1(c) area under line OR three areas indicated OR (dist =) (av.) speed × time OR 1/2 (b + h) × L 1
1 1
× 3.5 × 4.0 OR 7 (m) seen OR 6 × 3.5 OR 21 (m)
2
1 1
6 × 3.5 OR 21 (m) AND { × 3.5 × 4.0 OR 7 (m)} OR 14 (m)
2
(21 + 14 =) 35 (m) 1
2(a)(i) measure mass of empty measuring cylinder/beaker 5

add measured/fixed volume of liquid
measure mass of measuring cylinder/beaker and liquid
determine mass of liquid (by subtracting mass empty from mass when full)
use of D = M/V
2(a)(ii) g / cm3 OR kg / m3 1
2(b)(i) (polythene is) less dense (than water) 1
2(b)(ii) W = m × g in any form OR (m =) W ÷ g OR 100 g weighs 1 N 1
0.84 ÷ 10 OR 100 (g) × 0.84 1
0.084 (kg) OR 84 g 1

PUBLISHED
3(a) 43.0 + 2.4 = 45.4 (N) 1
(74.2 – 45.4 =) 28.8 (N) 1
upwards 1
3(b) 1
4(a) Any four from: 4

specs/dots (of light)
(smoke/air particles) moving
(smoke/air particles) randomly
(because fast moving ) air molecules collide with smoke particles
(producing)Brownian motion
4(b) evaporate/evaporation 1
high(er) energy/enough energy/fast(er) moving molecules OR molecules with great(er) KE 1
escape (from the water surface) 1

PUBLISHED
5(a) Q 3
S
P
R
5(b) any one advantage from: 2

continuous supply/steady supply or reverse argument
any one disadvantage from:

only available in certain areas/thin crust/near geysers or can damage water table OR limited lifespan/rocks can cool
6(a) (26 – 23 =) 3(°C) 1
6(b) any three from: 3

use metal pipe
paint black or use black pipe
use matt or dull (paint)
(place) reflector behind pipe
use long(er) pipe
use pipe with great(er) surface area
slow(er) flow rate
(place) glass/(clear) plastic cover over pipe
6(c) infra-red (radiation through space/air) 1
conduction through pipe 1

PUBLISHED
7(a)(i) blue between indigo and green 1
yellow between green and orange 1
7(a)(ii) arrow pointing right 1
7(b)(i) ray(s) refracted down at first boundary (air/glass) 1
correct refraction for candidate’s ray (in glass prism) 1
7(b)(ii) refraction 1
8(a)(i) tape measure 1
8(a)(ii) reflection (of sound) 1
8(b) time for sound to travel to wall and back = 1.0 s 1
340 m in 1.0 s 1
(speed =) 340 1
m/s 1

PUBLISHED
9(a)(i) X-rays between gamma rays and ultraviolet 1
microwaves between infra-red and radio 1
9(a)(ii) ring drawn around radio on Fig.9.1 1
9(b) any two from: 2

lead/metal apron
(use long) tongs
limit (time of) exposure
point source away (from you) owtte
10(a) resistor identified 1
10(b) quantity unit 2

current NOT amps ignore ammeter A/amps/amperes
quantity unit 2
potential difference or p.d. or emf V/volts ignore voltmeter
10(c) increasing (length) increases resistance owtte 1
increasing (diameter) decreases resistance owtte 1

PUBLISHED
11(a)(i) cell and switch connected in series with any part of conductor (on Fig.11.1) 1
correct symbols used – (on Fig.11.1) 1
11(a)(ii) circular 1
around conductor/wire 1
11(a)(iii) no change/nothing 1
11(b) conductor/wire between the poles of a magnet 1
opposite poles facing each other 1
current in wire 1
wire moves/Flemings left hand rule indicated 1
12(a)(i) α or alpha 1
12(a)(ii) α or alpha 1
12(b)(i) beta or β 1
beta emission would be affected by the thickness of the metal owtte 1
12(b)(ii) (counter) reading higher 1
12(b)(iii) rollers move apart/provide less force/pressure owtte 1
12(b)(iv) 38 1

* 5 4 9 8 1 5 2 3 9 1 *
PHYSICS 0625/41
Paper 4 Theory (Extended) May/June 2018
1 hour 15 minutes

DC (CE/SW) 150767/5
2
1 Fig. 1.1 shows the speed-time graph for a vehicle accelerating from rest.
30
speed 25
m/s
20
15
10
0
0 20 40 60 80 100 120 140 160
time / s
Fig. 1.1
(a) Calculate the acceleration of the vehicle at time = 30 s.
acceleration = ...........................................................[2]
(b) Without further calculation, state how the acceleration at time = 100 s compares to the
acceleration at time = 10 s. Suggest, in terms of force, a reason why any change has taken
place.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Determine the distance travelled by the vehicle between time = 120 s and time = 160 s.
distance = ...........................................................[3]
[Total: 8]
© UCLES 2018 0625/41/M/J/18

3
2 Fig. 2.1 shows a fork-lift truck lifting a box.
box
Fig. 2.1
The electric motor that drives the lifting mechanism is powered by batteries.
(a) State the form of the energy stored in the batteries.
...............................................................................................................................................[1]
(b) The lifting mechanism raises a box of mass 32 kg through a vertical distance of 2.5 m in 5.4 s.
(i) Calculate the gravitational potential energy gained by the box.
gravitational potential energy = ...........................................................[2]
(ii) The efficiency of the lifting mechanism is 0.65 (65%).
Calculate the input power to the lifting mechanism.
input power = ...........................................................[3]
(c) The batteries are recharged from a mains voltage supply that is generated in an oil-fired
power station.
By comparison with a wind farm, state one advantage and one disadvantage of running a
power station using oil.
advantage .................................................................................................................................
...................................................................................................................................................
disadvantage ............................................................................................................................
...............................................................................................................................................[2]
[Total: 8]

4
3 A rectangular container has a base of dimensions 0.12 m × 0.16 m. The container is filled with a
liquid. The mass of the liquid in the container is 4.8 kg.
(a) Calculate
(i) the weight of liquid in the container,
weight = ...........................................................[1]
(ii) the pressure due to the liquid on the base of the container.
pressure = ...........................................................[2]
(b) Explain why the total pressure on the base of the container is greater than the value calculated
in (a)(ii).
...................................................................................................................................................
...............................................................................................................................................[1]
(c) The depth of liquid in the container is 0.32 m.
Calculate the density of the liquid.
density = ...........................................................[2]
[Total: 6]
© UCLES 2018 0625/41/M/J/18

5
4 (a) Describe the movement of the molecules in
(i) a solid,
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) a gas.
...........................................................................................................................................
.......................................................................................................................................[2]
(b) A closed box contains gas molecules.
Explain, in terms of momentum, how the molecules exert a pressure on the walls of the box.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 7]

6
5 (a) A ray of light in air is incident on a glass block. The light changes direction.
State
(i) the name of this effect,
.......................................................................................................................................[1]
(ii) the cause of this effect.
.......................................................................................................................................[1]
(b) Fig. 5.1, drawn to full scale, shows a thin converging lens of focal length 3.5 cm.
1.0 cm lens
1.0 cm
Fig. 5.1
(i) On Fig. 5.1, mark each of the two principal focuses and label each with the letter F. [1]
(ii) An object O of height 4.4 cm is placed a distance of 7.5 cm from the lens.
On Fig. 5.1, draw rays from the tip of the object O to locate the image. Draw and label
the image. [3]
(iii) Determine the height of the image.
height of the image = ...........................................................[1]
(iv) State and explain whether the image is real or virtual.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
© UCLES 2018 0625/41/M/J/18
7
6 (a) Fig. 6.1 shows wavefronts approaching a gap in a barrier.
wavefront
barrier
Fig. 6.1
(i) On Fig. 6.1, draw three wavefronts to the right of the barrier. [2]
(ii) Fig. 6.2 shows the gap in the barrier increased to five times the gap in Fig. 6.1.
wavefront
barrier
Fig. 6.2
On Fig. 6.2, draw three wavefronts to the right of the barrier. [2]

8
(b) Describe, with a labelled diagram, an experiment using water waves that shows the reflection
of wavefronts that occur at a straight barrier.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 8]
© UCLES 2018 0625/41/M/J/18

9
BLANK PAGE

10
7 (a) State, in terms of their structure, why metals are good conductors of electricity.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) A cylindrical metal wire W1, of length l and cross-sectional area A, has a resistance of 16 Ω.
l
A second cylindrical wire W2 having length 2 and cross-sectional area 2 A, is made from the
same metal.
Determine
(i) the resistance of W2,
resistance of W2 = ...........................................................[2]
(ii) the effective resistance of W1 and W2 when connected in parallel.
resistance of parallel pair = ...........................................................[2]
(c) The parallel pair of resistors in (b)(ii) is connected to a battery that is made from three cells in
series, each of electromotive force (e.m.f.) E. There is a current in each resistor.
(i) State the e.m.f. of the battery.
.......................................................................................................................................[1]
(ii) The current in the battery is IB, the current in W1 is I1 and the current in W2 is I2.
Place a tick (3) in one box to indicate how these three currents are related.
I1 > I2 > IB
I1 > IB > I2
I2 > I1 > IB
I2 > IB > I1
IB > I1 > I2
IB > I2 > I1
I1 = I2 = IB
[1]
[Total: 7]
© UCLES 2018 0625/41/M/J/18

11
8 In a laboratory at normal room temperature, 200 g of water is poured into a beaker. A thermometer
placed in the water has a reading of 22 °C.
Small pieces of ice at 0 °C are added to the water one by one. The mixture is stirred after each
addition until the ice has melted. This process is continued until the temperature recorded by the
thermometer is 0 °C.
The total mass of ice added to the water is found to be 60 g.
(a) The specific heat capacity of water is 4.2 J/(g °C).
Calculate the thermal energy lost by the water originally in the beaker.
thermal energy = ...........................................................[2]
(b) Assume that all the thermal energy lost by the water originally in the beaker is transferred to
the ice.
Calculate the specific latent heat of fusion of ice.
specific latent heat of fusion of ice = ...........................................................[2]
(c) Suggest a reason for any inaccuracy in the value of the specific latent heat of fusion of ice
calculated in (b). Assume the temperature readings and the values for the mass of the water
and the mass of the ice are accurate.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 5]

12
9 (a) A student wants to demagnetise a permanent bar magnet. She suggests these steps:
1. Place the magnet in a long coil.

2. Switch on a large alternating current in the coil.
3. Switch off the current.
4. Remove the bar from the coil.
State and explain whether the steps will always be able to demagnetise the magnet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) (i) Fig. 9.1 shows a coil supplied with current using a split-ring commutator.
coil
magnet
S
N split-ring
carbon brush
battery
Fig. 9.1
State and explain any motion of the coil.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2018 0625/41/M/J/18

13
(ii) The coil in Fig. 9.1 consists of three turns of wire. The magnetic field strength of the
magnet is M. With a current of 2.0 A in the coil, the coil experiences a turning effect T.
The first row of Table 9.1 shows this data.
Table 9.1
magnetic field
number of turns current in the coil / A turning effect
strength
3 2.0 M T
3 8.0 M
6 2.0 M
M
3 2.0 2
Complete Table 9.1 to give the turning effect for the changes made to the arrangement
shown in Fig. 9.1. Choose your answers from the box.
T T T
8 4 2 T 2T 4T 8T
[3]
[Total: 9]

14
10 (a) Explain why the voltage of the supply to the primary coil of a transformer must be alternating.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Fig. 10.1 shows a transformer.
A
240 V 8000
mains turns
Fig. 10.1
There are 8000 turns in the primary coil of the transformer. The primary coil is connected to a
240 V mains supply. A 6.0 V lamp connected to the secondary coil operates at full brightness.
(i) Calculate the number of turns in the secondary coil,
number of turns = ...........................................................[2]
(ii) The current in the lamp is 2.0 A. The transformer operates with 100% efficiency.
Calculate the current in the primary circuit.
current = ...........................................................[2]
(iii) The primary circuit contains a 2 A fuse.
Calculate the maximum number of lamps, identical to the lamp in (ii), that can be
connected in parallel in the secondary circuit without blowing the fuse.
number of lamps = ...........................................................[1]
[Total: 7]
© UCLES 2018 0625/41/M/J/18
15
222
11 Radon-222 is radioactive. It can be represented as 86
Rn.
(a) For a neutral atom of radon-222, state
1. the number of protons, ...........................
2. the number of neutrons, ...........................
3. the number of electrons. ...........................

[2]
(b) A radon-222 nucleus decays by α-particle emission to a polonium (Po) nucleus.
Complete the equation for the decay of radon-222.
222
86
Rn [2]
(c) Radon-222 has a half-life of 3.8 days.
At a certain time, a sample contains 6.4 × 106 radon nuclei.
Calculate the number of α-particles emitted by the radon nuclei in the following 7.6 days.
number = ...........................................................[3]
[Total: 7]
© UCLES 2018 0625/41/M/J/18

16
BLANK PAGE
© UCLES 2018 0625/41/M/J/18

PHYSICS 0625/41
MARK SCHEME
Maximum Mark: 80
Published
Teachers.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a) Mention of gradient of graph at t = 30 s OR tangent drawn at t = 30 s and triangle drawn 1
Acceleration in range 0.30 to 0.45 m / s2 1
1(b) Acceleration less/at a slower rate 1
Less driving force OR greater resistive force/friction/air resistance/drag 1
Resultant force less 1
1(c) Area under graph 1
Distance = (20 × 40) + (½ × 40 × 10) OR ½ × (30 + 20) × 40 1
1000 m 1
2(a) Chemical (potential energy) 1
2(b)(i) (E =) m × g × h OR 32 × 10 × 2.5 1
800 J 1
2(b)(ii) Output power = E ÷ t OR 800 ÷ 5.4 OR 148.148 (W) 1
Eff. = output (power) ÷ input (power) OR Pout ÷ Pin OR Eout ÷ Ein OR output power ÷ 0.65 OR 148.148 ÷ 0.65 OR 800 ÷ 0.65 1
= 230 W 1
2(c) Advantage: not dependent on weather/wind blowing OR always available 1
Disadvantage: polluting OR CO2/SO2/greenhouse gases emitted OR leads to global warming OR oil must be transported 1
OR not renewable OR oil will run out/be used up

PUBLISHED
3(a)(i) W = (4.8 × 10 =) 48 N 1
3(a)(ii) (P = ) F ÷ A OR 48 ÷ (0.12 × 0.16) 1
2500 Pa 1
3(b) Atmospheric pressure (in addition to liquid pressure) 1
3(c) P = hdg or in words OR (d =) P ÷ hg OR 2500 ÷ (0.32 × 10) 1
780 kg / m3 1
OR d = M ÷ V = 4.8 ÷ (0.12 × 0.16 × 0.32) (1)
780 kg / m3 (1)
4(a)(i) (Molecules) vibrate 1
4(a)(ii) random/haphazard/in all directions 1
Any one of: 1

with high speed
freely
zig-zag
in straight lines
4(b) (Molecules) collide with walls (of box) OR (Molecules) rebound from walls (of box) 1
Change of momentum (occurs) 1
force (on walls) = (total) change of momentum per second 1
Pressure = (total) force ÷ (total) area (of walls) 1

PUBLISHED
5(a)(i) Refraction OR reflection 1
5(a)(ii) If refraction in (i) 1

Change or increase or decrease in speed of wave OR change of refractive index OR
If reflection in (i) (1)

Mention of surface or boundary
5(b)(i) 2 points both labelled F at 3.5 cm either side of optical centre of lens 1
5(b)(ii) Any two of: 2

Paraxial ray from tip of O refracted through farther F/3.5 cm
Undeviated ray from tip of O through optical centre of lens
Ray from tip of O through nearer F refracted paraxially
Image/I drawn from intersection of rays to principal axis with indication that image is inverted 1
5(b)(iii) In range 3.6 to 4.1 cm 1
5(b)(iv) (Image is) real and light passes through it OR can be projected/seen on a screen OR refracted rays cross/meet 1

PUBLISHED
6(a)(i) At least 3 circular wavefronts centred on gap extending to at least half of semicircle 1
Same spacing as incident wavefronts 1
6(a)(ii) At least 3 straight, parallel, wavefronts, approximately same length as width of gap 1
Ends of straight lines curving towards but not reaching barrier 1
6(b) Any four of: 4

Diagram to show: labelled barrier, incident straight or curved waves
Diagram shows appropriately reflected waves
Water surface e.g. tank of water/ripple tank/pond/acceptable alternative
How waves are produced: e.g., moving end or length of solid rod dipping into surface OR small solid object thrown in.
Detail of barrier: made of metal, glass or wood fixed in position
How observed: by eye, video, film, stroboscope
7(a) (Metals) contain free/mobile electrons/delocalised electrons 1
7(b)(i) R α L and R α 1 ÷ A OR R α L ÷ A OR R = 16 × ½ ÷ 2 OR R = 16 ÷ 4 1
4.0 Ω 1
7(b)(ii) 1 ÷ R = (1 ÷ R1) + (1 ÷ R2) OR R = (R1 × R2) ÷ (R1 + R2) OR (1 ÷ R) = (1 ÷ 4) + (1 ÷ 16) OR (4 × 16) ÷ (4 + 16) 1
3.2 Ω 1
7(c)(i) 3E or 3 × E 1
7(c)(ii) IB > I2 > I1 (6th box ticked) 1

PUBLISHED
8(a) (Q =) mc∆θ OR 200 × 4.2 × 22 1
18000 J 1
8(b) Q = m × L OR (L =) Q ÷ m OR 18 480 ÷ 60 1
310 J / g 1
8(c) (Thermal) energy/heat transfers from surroundings OR into water 1
9(a) Would not be effective OR No 1
With current on OR the (alternating) current should not be switched off 1
Magnet should be withdrawn from the coil 1
OR Magnet would be alternately magnetised in different directions (1)
Would remain magnetised in the direction occurring at the moment of switching off (1)
9(b)(i) Coil turns 1
Clockwise/continuously 1
Current (in coil) reverses every half turn/when coil is in vertical position OR force on current in a magnetic field 1
9(b)(ii) 1 × (4 × T) 1
2 × (2 × T) 1
3 × (T ÷ 2) 1

PUBLISHED
10(a) To produce an alternating/changing magnetic field 1
so that current/voltage is induced (continuously) in the secondary coil OR secondary circuit 1
10(b)(i) Ns ÷ Np = Vs ÷ Vp in any form OR (Ns =) Np × Vs ÷ Vp OR 8000 × 6 ÷ 240 1
200 1
10(b)(ii) IpVp = IsVs in any form OR (Ip =) Is × Vs ÷ Vp OR 2.0 × 6 ÷ 240 1
0.050 A 1
10(b)(iii) (Number of lamps =) 2 ÷ 0.05 = 40 1
11(a) Number of protons = 86 and number of electrons = 86 1
Number of neutrons = 136 1
11(b) 218 1
84 Po
4 1
+2 α
11(c) 7.6 days = 2 half-lives or evidence of two halvings 1
(number of Rn atoms left = 6.4 × 106 ÷ 4 =) 1.6 × 106 1
number of α-particles emitted = (6.4 × 106 – 1.6 × 106 =) 4.8 × 106 1

PHYSICS 0625/51
* 6 1 7 2 0 0 1 2 4 9 *
e-mail [email protected]
phone +44 1223 553554
fax +44 1223 553558
DC (ST/CT) 150766/3
2
The Supervisor is not allowed to consult the Question Paper before the examination. The teacher
candidates spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on
question 4.
The purpose of the Practical Physics Test is to find out whether the candidates can carry out simple
to co-operate with the Examiners to the extent of being ready to give (or allow the physics teacher to
(iii) A report must be made of any assistance given to a candidate, with the name and candidate
© UCLES 2018 0625/51/CI/M/J/18

3
Question 1
(i) Clamp, boss and stand.
(ii) Pendulum bob attached to approximately 110 cm of thin inextensible string.
(iii) Metre rule.
(iv) Stopclock or stopwatch with a minimum precision of 0.1 s. Candidates may use their own
wristwatch if suitable.
(v) Split cork or similar device to hold the string of the pendulum between the jaws of the clamp.
Notes
1. The pendulum should be set up for the candidates with length approximately 60 cm from the
2. Candidates must be able easily to adjust the length of the pendulum up to a length of 100 cm. The
pendulum must be able to swing freely at this length.
3. It may be necessary to increase the stability of the clamp stand (for example, using a G-clamp or
by placing a weight on the base).
Arrange the pendulum as described in Note 1.

4
Question 2
supply with a variable output voltage, the voltage must be set by the Supervisor and fixed
(e.g. taped). See note 2.
(ii) Three resistors of nominal value 4.7 Ω with a power rating of at least 2 W. See note 3.
(iv) Ammeter capable of reading up to 1.00 A with a resolution of at least 0.05 A. See note 4.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 2.1.
Notes
power supply
R1 R2 R3
Fig. 2.1
3. The resistors must be labelled R1, R2 and R3. The values of resistance must not be visible to the
candidates. The resistors must have suitable terminals so that candidates are able easily and
quickly to rearrange the circuit.

© UCLES 2018 0625/51/CI/M/J/18

5
Question 3
(i) Converging lens, focal length between 14 cm and 16 cm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Figs. 3.1 and 3.2). The hole is to
be covered with thin translucent paper (e.g. tracing paper). See notes 1 and 2.
(iii) Metre rule, calibrated in mm.
(v) Spare lamps should be available.
card
translucent paper card
card
lamp
1.5 cm
support
Fig. 3.1 Fig. 3.2 Fig. 3.3
Notes
power, with a suitable power supply.
2. The centre of the triangular hole, the lamp filament and the centre of the lens in its holder are all to
be at the same height above the bench.
Check that the apparatus is ready for the next candidate. The apparatus should not be left as arranged
by a previous candidate.
Question 4

6
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© UCLES 2018 0625/51/CI/M/J/18

7
0625/51
General
in the scripts;

8
CENTRE NO. ..........................................................................................................................................
NAME OF CENTRE ................................................................................................................................
the examination.
SIGNED ......................................................
Supervisor
© UCLES 2018 0625/51/CI/M/J/18

* 6 2 6 9 4 5 5 2 2 8 *
PHYSICS 0625/51
1 hour 15 minutes

Total
DC (ST/CT) 150765/5
2
1 In this experiment, you will determine the acceleration of free fall g using a pendulum. Carry out
the following instructions, referring to Fig. 1.1 and Fig. 1.2.
clamp
clamp
one complete
bob
oscillation
Fig. 1.1 Fig. 1.2
(a) Adjust the length of the pendulum until the distance d measured to the centre of the bob is
50.0 cm.
Displace the bob slightly and release it so that it swings. Fig. 1.2 shows one complete
oscillation of the pendulum.
(i) Measure the time t for 10 complete oscillations.
t = .......................................................... [1]
(ii) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = .......................................................... [1]
(iii) Calculate T 2.
T 2 = .......................................................... [2]
(iv) Calculate the acceleration of free fall g using the equation g = 20 .

T2
g = .......................................................... [1]
© UCLES 2018 0625/51/M/J/18

3
(b) Adjust the pendulum until the distance d measured to the centre of the bob is 100.0 cm.
(i) Repeat the procedure in (a)(i), (a)(ii) and (a)(iii).
t = ...............................................................
T = ...............................................................
T 2 = ...............................................................
[1]
(ii) Calculate the acceleration of free fall g using the equation g = 40 .

T2
g = ...............................................................
[2]
(c) A student states that repeating the experiment improves the reliability of the value obtained
for g.
Suggest two changes that you would make to improve the reliability. The stopwatch cannot
be changed.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
(d) State one precaution that you took in this experiment in order to obtain accurate readings.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]

4
2 In this experiment, you will investigate resistance.
power supply
R1 R2 R3
Fig. 2.1
(a) (i) Switch on. Measure and record the potential difference V1 across the resistor R1 and the
current I in the circuit. Switch off.
V1 = ...............................................................
I = ...............................................................
[2]
V1
(ii) Calculate the resistance of the resistor R1 using the equation R1 = .
I
R1 = .......................................................... [1]
Connect the voltmeter across the resistor R2. Switch on.
(i) Measure and record the potential difference V2 across the resistor R2. Switch off.
V2 = ...............................................................
V2
I
R2 = .......................................................... [1]
© UCLES 2018 0625/51/M/J/18

5
Connect the voltmeter across the resistor R3. Switch on.
(i) Measure and record the potential difference V3 across the resistor R3. Switch off.
V3 = ...............................................................
V3
I
R3 = .......................................................... [1]
(iii) Calculate the resistance R of resistors R1, R2 and R3 connected in series, using the
equation R = R1 + R2 + R3. Give your answer to a suitable number of significant figures
for this experiment.
R = .......................................................... [1]
(d) State whether your results suggest that the three resistors have the same value of resistance.
Justify your statement by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]

6
(e) Complete the circuit diagram in Fig. 2.2 to show:
You are not required to set up this circuit.
power supply
Fig. 2.2
[3]
[Total: 11]
© UCLES 2018 0625/51/M/J/18

7
BLANK PAGE

8
3 In this experiment, you will determine the focal length f of a lens.
illuminated
object u v screen
lens
Fig. 3.1
(a) • Place the screen a distance D = 70.0 cm from the illuminated object.
• Place the lens between the object and the screen so that the lens is very close to the
screen.
• Move the lens slowly away from the screen until a clearly focused image is formed on
the screen.
(i) • Measure, and record in Table 3.1, the distance u between the centre of the lens and
the illuminated object.
• Measure, and record in the table, the distance v between the centre of the lens and
the screen.
(ii) Calculate the product uv. Record your answer in the table.
(iii) Repeat the procedure using values for D of 75.0 cm, 80.0 cm, 85.0 cm and 90.0 cm.
Table 3.1
D / cm u / cm v / cm uv / cm2
70.0
75.0
80.0
85.0
90.0
[3]
© UCLES 2018 0625/51/M/J/18

9
(b) Plot a graph of uv / cm2 (y-axis) against D / cm (x-axis). You do not need to start your axes at
the origin (0,0).
[4]
(c) The focal length f of the lens is numerically equal to the gradient of the line.
Determine the gradient G of the line. Show clearly on the graph how you obtained the
G = ...........................................................[2]
(d) Suggest two difficulties in this experiment when trying to obtain accurate readings.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
[Total: 11]

10
4 A student is investigating the effect of double-walled insulation on the rate of cooling of hot water
in a copper container. The student places the copper container inside a larger metal container. He
is investigating the effect of the size of the air gap between the copper container and larger metal
containers.
Plan an experiment to investigate the effect of the size of the air gap between the copper container
and larger metal containers on the rate of cooling of hot water.
a copper container
a number of metal containers of different diameters (all larger than the copper container)
a thermometer
a stopwatch
a measuring cylinder
a supply of hot water.
You can also use other apparatus and materials that are usually available in a school laboratory.
You are not required to carry out this investigation.
In your plan, you should:
• draw a table, or tables, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table)
You may draw a diagram if it helps your explanation.
..........................................................................................................................................................
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© UCLES 2018 0625/51/M/J/18

11
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[Total: 7]
© UCLES 2018 0625/51/M/J/18

12
BLANK PAGE
© UCLES 2018 0625/51/M/J/18

PHYSICS 0625/51
MARK SCHEME
Maximum Mark: 40
Published
Teachers.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a)(i) t = 13 to 15 (s) 1
1(a)(ii) T = t / 10 (s) 1
1(a)(iii) T2 correct 1
Unit s2 1
1(a)(iv) g correct calculation from T2 1
1(b)(i) New set of values present with t value greater than (a)(i) 1
1(b)(ii) g in range 8 to 12(m / s2) 1
both g (1(a)(iv) and 1(b)(ii)) values 9 to 11(m / s2) 1
1(c) Use of additional d values OR use a larger d value 1
Count more swings 1
1(d) Any one from: 1

Perpendicular viewing of rule
Counting beginning with zero (owtte)
Use of fiducial mark (owtte)
Use of set-square or horizontal rule to aid measurement of d
Use rule close to/touching the rule
Time taken from centre of swing, (not extremities)

PUBLISHED
2(a)(i) V1 to at least 1 dp and < 4 V 1
I to at least 2 dp and < 1 A 1
2(a)(ii) Correct calculation of R1 1
2(b)(i),(ii) R2 present within 10% of R1 1
2(c)(i),(ii) R3 present and V, A, Ω at least once and not contradicted 1
2(c)(iii) R correct and to 2 or 3 significant figures 1
2(d) Statement matches readings (Expect YES) 1
Justification to include the idea of within the limits of experimental accuracy (but accept beyond limits, if ecf allowed for 1
statement matching readings)
2(e) 3 resistors in parallel 1
Correct variable resistor symbol 1
Other symbols and circuit correct 1

PUBLISHED
3(a) Table:
First u 45 to 51 (cm) and first v 19 to 25 1
u values > v values 1
uv values correct 1
3(b) Graph:
Suitable scales 1
3(c) Triangle method clearly shown on graph 1
Triangle using at least half of candidate’s line 1
3(d) Any two from: 2

Finding exact position that gives clearest image
Measuring to centre of lens
Room too bright/lamp too dim

PUBLISHED
4 Method to include: 1
Hot water in copper can, time taken for temperature to drop
Correct use of at least 3 larger outer containers, separately 1
Some indication that size of air gap is measured 1
Any two from: 2

Use of something to cover air gap
Use of lid on copper can
Same volume of hot water
Use of ‘control’ with no outer container
Inner container standing on an insulator
Uniform air gap all round
Table with clear columns for temperature and / or time (to match method) and air-gap, with appropriate units 1
Conclusion: Least temperature drop OR longest time for temperature to drop shows lowest cooling rate OR best insulation 1
OR plot temperature against time and least gradient shows lowest cooling rate (ora)

PUBLISHED
Additional graph notes:
NOTE: The principle to apply here is ‘could I draw a significantly better line, using these points, under examination conditions?’ If the answer is
definitely ‘yes’, do not award the mark.
NOTE: – If candidate’s scale consists of actual readings at equal intervals this will produce a perfect straight line! The only marks available in
this case are the first (axes right way round and labelled) So maximum 1.
– If axes are wrong way round, the other 3 marks are still available.

* 3 5 5 3 4 0 2 5 8 2 *
PHYSICS 0625/61
1 hour

DC (SC/CGW) 150894/5
2
1 A student is determining the acceleration of free fall g using a pendulum. Fig. 1.1 shows the
pendulum. Fig. 1.2 shows one complete oscillation of the pendulum.
clamp
clamp
bob one complete

oscillation
Fig. 1.1 Fig. 1.2
(a) On Fig. 1.1, measure the distance d.
d = ................................................... cm [1]
(i) Calculate the actual distance D from the bottom of the clamp to the centre of the bob.
D = ................................................... cm [1]
The student displaces the bob slightly and releases it so that it swings. He measures the
time t for 10 complete oscillations. The time t is shown on the stopwatch in Fig. 1.3.
min sec
Fig. 1.3
(ii) Write down the time t shown in Fig. 1.3.
t = ......................................................... [1]
(iii) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = ......................................................... [1]
© UCLES 2018 0625/61/M/J/18

3
(iv) Calculate T 2.
T 2 = ......................................................... [1]
(v) Calculate the acceleration of free fall g using the equation g = 202 .
T
g = ......................................................... [1]
(c) The student adjusts the pendulum until the distance D measured to the centre of the bob
is 100.0 cm.
He repeats the procedure and obtains another value of T 2.

3.94
T 2 = ..............................................................
(i) On the dotted line above, write the unit for T 2. [1]
(ii) Calculate the acceleration of free fall g using the equation g = 402 and the value of T 2
T
from (c). Give your answer to a suitable number of significant figures for this experiment.
g = ......................................................... [1]
(d) Another student states that repeating the experiment improves the reliability of the value
obtained for g.
Suggest two changes that you would make to improve the reliability. The stopwatch cannot
be changed.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(e) State one precaution that you would take in this experiment in order to obtain accurate
readings.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 11]

4
2 A student is investigating resistance.
She uses the circuit shown in Fig. 2.1.
power supply
R1 R2 R3
Fig. 2.1
(a) She measures the potential difference V1 across the resistor R1 and the current I in the
circuit.
Figs. 2.2 and 2.3 show the voltmeter and ammeter readings.
(i) Write down the readings shown on the meters in Figs. 2.2 and 2.3.
V1 = ..............................................................
I = ..............................................................
[2]
5 0.4 0.6
3 4 6 7
2 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 2.2 Fig. 2.3
© UCLES 2018 0625/61/M/J/18

5
V1
I
R1 = ......................................................... [1]
(b) The student measures the potential difference across each resistor in turn. She calculates
values for the resistance R2 and R3 of the resistor R2 and of the resistor R3. She records her
values as:
4.75 Ω
R2 = ..............................................................
4.81 Ω
R3 = ..............................................................
State whether the results suggest that the three resistors have the same value of resistance.
Justify your statement by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(c) Calculate the combined resistance R of resistors R1, R2 and R3 connected in series, using
the equation R = R1 + R2 + R3. Give your answer to a suitable number of significant figures
for this experiment.
R = ......................................................... [2]
(d) The student checks her result by connecting the voltmeter across all three resistors connected
in series. Tick the potential difference reading you would expect to be closest to the reading
she obtains.
V1
3
V1
3V1
[1]

6
(e) Complete the circuit diagram in Fig. 2.4 to show
power supply
Fig. 2.4
[3]
[Total: 11]
© UCLES 2018 0625/61/M/J/18

7
Question 3 starts on the next page.

8
3 A student is determining the focal length f of a lens.
illuminated
object u v screen
lens
Fig. 3.1
(a) The student places the screen a distance D = 70.0 cm from the illuminated object.
He places the lens close to the screen and moves the lens slowly away from the screen until
a clearly focused image is formed on the screen.
He measures the distance u between the centre of the lens and the illuminated object.
He measures the distance v between the centre of the lens and the screen.
He repeats the procedure using values for D of 75.0 cm, 80.0 cm, 85.0 cm and 90.0 cm.
Calculate, and record in Table 3.1, uv for each value of D.
Table 3.1
D / cm u / cm v / cm uv / cm2
70.0 22.0 48.4
75.0 20.7 54.5
80.0 20.0 60.0
85.0 19.5 65.8
90.0 19.0 71.2
[1]
© UCLES 2018 0625/61/M/J/18

9
(b) Plot a graph of uv / cm2 (y-axis) against D / cm (x-axis). You do not need to start your axes at
the origin (0,0).
[4]
(c) Determine the gradient G of the line. Show clearly on the graph how you obtained the
G = ......................................................... [2]
(d) The focal length f of the lens is numerically equal to the gradient G of the graph. Write down
a value for the focal length f of the lens. Give your answer to a suitable number of significant
figures for this experiment.
f = ......................................................... [2]
(e) Suggest two difficulties in this experiment when trying to obtain accurate readings.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]

10
4 A student is investigating the effect of double-walled insulation on the rate of cooling of hot water
in a copper container. The student places the copper container inside a larger metal container. He
is investigating the effect of the size of the air gap between the copper container and larger metal
containers.
Plan an experiment to investigate the effect of the size of the air gap between the copper container
and larger metal containers on the rate of cooling of hot water.
a copper container
a number of metal containers of different diameters (all larger than the copper container)
a thermometer
a stopwatch
a measuring cylinder
a supply of hot water.
You can also use other apparatus and materials that are usually available in a school laboratory.
You may draw a diagram if it helps your explanation.
..........................................................................................................................................................
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© UCLES 2018 0625/61/M/J/18

11
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......................................................................................................................................................[7]
[Total: 7]
© UCLES 2018 0625/61/M/J/18

12
BLANK PAGE
© UCLES 2018 0625/61/M/J/18

PHYSICS 0625/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a) d = 5(.0) (cm) 1
1(b)(i) D = 50 (cm) 1
1(b)(ii) t = 14.06 1
1(b)(iii) T = 1.406 (allow ecf from 1(b)(ii): t/10 (s)) 1
1(b)(iv) T2 = 1.98 or 1.99 (allow ecf from 1(b)(iii)) 1
1(b)(v) g = 10.1 (allow ecf from 1(b)(iv)) 1
1(c)(i) Unit s2 1
1(c)(ii) g given to 2 or 3 significant figures 1
1(d) Use of additional d values OR use a larger d value 1
Count more swings 1

Perpendicular viewing of rule
Counting beginning with zero (owtte)
Use of fiducial mark (owtte)
Use of set-square or horizontal rule to aid measurement of d
Use rule close to/touching the bob
Time taken from centre of swing, (not extremities)
Measure length to top and bottom of bob and average
Measure string length and add radius of bob measured with callipers or micrometer

PUBLISHED
2(a)(i) EITHER V1 = 2.2 OR I = 0.46 correct 1
Both values correct and correct units V and A 1
2(a)(ii) R1 = 4.78 (Ω) (allow ecf from 2(a)(i)) 1
2(b) Statement matches readings (Expect YES) 1
Expect justification to include the idea of within the limits of experimental accuracy (but accept beyond limits, if ecf allowed for 1
statement matching readings)
2(c) R = 14.3 OR 14.4; 2 or 3 significant figures required 1
Unit Ω 1
2(d) 3V1 1
2(e) 3 resistors in parallel 1
Correct variable resistor symbol 1
Voltmeter symbol correct and circuit correct 1

PUBLISHED
3(a) uv values 1065, 1128, 1200, 1283, 1353 1
3(b) Graph: 1
(all marks are still available if uv values are wrong)
Axes correctly labelled and right way round
Suitable scales 1
3(c) Triangle method clearly shown on graph 1
Triangle using at least half of candidate’s line 1
3(d) G in range 14.0 to 16.0 1
f = G to 2 or 3 significant figures 1

Finding exact position that gives clearest image
Measuring to centre of lens
Room too bright/lamp too dim/image too faint

PUBLISHED
4 Method to include: 1
(Hot) water in copper can, time taken for temperature to drop
Correct use of at least 3 larger outer containers, separately 1
Some indication that size of air gap is measured 1
Any two from: 2

Use of something to cover air gap
Use of lid on copper can
Same volume of hot water
Use of ‘control’ with no outer container
Inner container standing on an insulator
Uniform air gap all round
Table with clear columns for temperature and/or time (to match method) and air-gap, with appropriate units 1
Conclusion: Least temperature drop OR longest time for temperature to drop shows lowest cooling rate OR best insulation 1
OR plot temperature against time and least gradient shows lowest cooling rate (ora)

PHYSICS 0625/11
45 minutes
Soft clean eraser
*6108751254*

Write your name, centre number and candidate number on the Answer Sheet in the spaces provided
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB19 11_0625_11/4RP
2
1 A student measures the volume of a small irregularly-shaped stone.
Which apparatus must be used?
A a measuring cylinder containing water and a ruler only

B a measuring cylinder containing water only
C an empty measuring cylinder and a ruler only
D a ruler only
2 The graph shows how the speed of an object changes with time.
12
speed
m/s 8
0
0 2 4 6 8 10
time / s
How far does the object travel in 10 seconds?
A 8m B 10 m C 40 m D 80 m
3 A car travels at an average speed of 60 km / h for 15 minutes.
How far does the car travel in 15 minutes?
A 4.0 km B 15 km C 240 km D 900 km
4 Which quantity is a force due to a gravitational field?
A density
B mass
C weight
D volume
5 The density of air is 1.2 kg / m3.
A room has dimensions 5.0 m × 4.0 m × 3.0 m.
What is the mass of the air in the room?
A 0.02 kg B 0.10 kg C 50 kg D 72 kg
© UCLES 2019 0625/11/O/N/19

3
6 A student measures the length of a spring. She then attaches different weights to the spring. She
measures the length of the spring for each weight.
weight / N length / mm
0 520
1.0 524
2.0 528
3.0 533
4.0 537
5.0 540
What is the extension of the spring with a weight of 3.0 N attached to it?
A 4 mm B 5 mm C 12 mm D 13 mm
7 Which statement gives a complete description of any object that is in equilibrium?
A There are no forces acting.

B There is no resultant force.
C There is no resultant force and no resultant turning effect.
D There is no resultant turning effect.
8 The diagram shows a lamp.
lampshade
pole
centre of mass
ground
base
Changing which feature increases the stability of the lamp?
A a larger lampshade
B a longer pole
C a heavier base
D a higher centre of mass

4
9 Brakes are used to slow down a moving car.
Into which form of energy is most of the kinetic energy converted as the car slows down?
A chemical
B elastic
C thermal
D sound
10 Which does not transfer useful energy?
A emitting a sound wave

B measuring a temperature
C passing an electric current
D pushing a box along the floor
11 The power output from solar panels is recorded every day for a month.
The graph shows the output recorded.
power
output
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
day of the month
Which conclusion can be drawn from this graph?
A The power output from the solar panels changes from day to day.
B The power output from the solar panels is cheap to produce.
C Solar panels create no pollution.
D Solar energy is renewable.
© UCLES 2019 0625/11/O/N/19

5
12 A drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.
sharp point flat surface
How do the pressure and the force at the sharp point compare with the pressure and the force on
the flat surface?
A greater than on the flat surface greater than on the flat surface
B greater than on the flat surface less than on the flat surface
C the same as on the flat surface greater than on the flat surface
D the same as on the flat surface less than on the flat surface
13 The table shows four forces. Each force acts on a different surface.
Which row shows the least pressure?
size of the area of the surface

force / N / m2
A 0.30 0.040
B 10 2.0
C 60 15
D 1200 40
14 A test-tube contains 1.0 cm3 of liquid water at 100 °C. The liquid water boils to form 1600 cm3 of
steam.
What is the reason for the large increase in volume?
A Steam molecules are bigger than water molecules.

B The average distance between the molecules is much greater in the steam.
C The molecules do not move until the water turns into a gas.
D There are more steam molecules than there were water molecules.

6
15 Which statement about the evaporation of a liquid is correct?
A The least energetic molecules escape from the surface and the temperature of the liquid
decreases.
B The least energetic molecules escape from the surface and the temperature of the liquid
increases.
C The most energetic molecules escape from the surface and the temperature of the liquid
decreases.
D The most energetic molecules escape from the surface and the temperature of the liquid
increases.
16 Which effect is caused by thermal expansion?
A a metal surface heating up in direct sunlight

B ice-cream melting on a hot day
C a railway track buckling on a hot day
D ice forming on a pond on a cold day
17 A liquid-in-glass thermometer uses a change in a property of a liquid to measure temperature.
Which property is used?
A mass
B thermal capacity
C volume
D weight
18 The diagram shows four labelled changes of state between solid, liquid and gas.
P Q
solid liquid gas
S R
Which changes need an energy input?
A P and Q B Q and R C R and S D S and P
© UCLES 2019 0625/11/O/N/19

7
19 A glass test-tube containing water is heated at the top. The water at the top boils, but the water at
the bottom remains cold.
water
test-tube
heat
Which row explains why the water at the bottom of the test-tube remains cold?
glass water
A good thermal conductor good thermal conductor

B good thermal conductor poor thermal conductor
C poor thermal conductor good thermal conductor
D poor thermal conductor poor thermal conductor
20 In countries where it is usually hot, houses are often painted white.
What is the reason for this?
A White surfaces are good reflectors of radiant energy.

B White surfaces are good transmitters of radiant energy.
C White surfaces are good absorbers of radiant energy.
D White surfaces are good emitters of radiant energy.

8
21 The diagram shows wavefronts on the surface of water, viewed from above.
region 1 deep water

region 2 shallow water
Which row is correct for the wavefronts moving from region 1 to region 2?
the speeds of
name of process the wavefronts in
regions 1 and 2 are
A diffraction different
B diffraction the same
C refraction different
D refraction the same
© UCLES 2019 0625/11/O/N/19

9
22 Plane water waves approach a narrow gap in a barrier.
Which diagram shows the diffraction pattern that would occur?
A B
C D
23 The diagram shows the image of a clock in a plane mirror.
Which is the actual time?
A 04:15 B 04:45 C 07:15 D 07:45

10
24 Total internal reflection may occur when light reaches an air-glass boundary.
Under which conditions is light totally internally reflected?
medium in which light

travels towards the angle of incidence
boundary
A air greater than the critical angle

B air less than the critical angle
C glass greater than the critical angle
D glass less than the critical angle
25 The diagram shows the electromagnetic spectrum.
radio
γ-rays X-rays ultraviolet visible light infrared microwaves
waves
increasing ......................
A word is missing from the label below the spectrum.
Which word is missing?
A amplitude
B frequency
C speed
D wavelength
26 A man hears a starting pistol fire 1.5 seconds after he sees a puff of smoke from the pistol. The
sound and the smoke are made at the same time. The starting pistol is 450 metres away from the
man.
What is the speed of sound calculated from this observation?
A 150 m / s B 300 m / s C 330 m / s D 625 m / s
© UCLES 2019 0625/11/O/N/19

11
27 A student has a bar magnet. He brings the magnet close to an object. The magnet and the object
repel each other.
What must the object be?
A another permanent magnet

B any magnetic material
C a block of wood
D a piece of copper
28 Two soft-iron rods are placed end-to-end inside a coil. The coil is connected to a battery.
coil
soft-iron rod soft-iron rod
The connections from the battery to the coil are now reversed.
What happens to the soft-iron rods in each case?
battery connections battery connections

as shown reversed
A rods attract rods attract

B rods attract rods repel
C rods repel rods attract
D rods repel rods repel

12
29 A plastic rod is rubbed with a dry cloth. The rod becomes positively charged.
Why has the rod become positively charged?

B It has gained neutrons.
D It has lost neutrons.
30 A teacher asks her class “What quantity can be recorded in volts?”.
Student 1 says “The potential difference across a resistor”.
Student 2 says “The rating of a fuse”.
Student 3 says “The electromotive force of a battery”.
Which students are correct?
A 1 only B 1 and 2 C 1 and 3 D 2 and 3
© UCLES 2019 0625/11/O/N/19

13
31 The circuit shows two lamps connected to a d.c. supply.
The same lamps and power supply are arranged in different ways, as shown.
P Q R
In which circuits will the lamps be the same brightness as in the original circuit?
A Q only B P and Q only C P and R only D P, Q and R
32 Identical resistors are connected together to form arrangements X, Y and Z.
X Y Z
What is the correct order of the resistances of the arrangements from the largest to the smallest?
A X→Y→Z
B Y→X→Z
C Z→X→Y
D Z→Y→X

14
33 A student uses 100 cm of resistance wire XY in a circuit to make a potential divider.
sliding contact
l
V
He changes the length of wire l by moving the sliding contact along the resistance wire.
Which graph shows how the voltmeter reading changes as the length of wire l is increased from
zero to 100 cm?
A B
voltmeter voltmeter
reading / V reading / V
0 0
0 100 0 100
l / cm l / cm
C D
voltmeter voltmeter
reading / V reading / V
0 0
0 100 0 100
l / cm l / cm
34 Where must a fuse be connected in a mains electric circuit?
A the earth wire only

B the live wire only
C the neutral wire only
D the live wire and the earth wire
© UCLES 2019 0625/11/O/N/19

15
35 A student investigates the output voltage induced across a coil of wire by a bar magnet.
When will the induced voltage have the greatest value?
A The student slowly moves the bar magnet into the coil of wire.
B The student leaves the bar magnet stationary in the coil of wire.
C The student quickly removes the bar magnet from the coil of wire.
D The student places the bar magnet at rest outside the coil of wire.
36 There is a current in a wire. The direction of the current is out of the page.
Which diagram shows the magnetic field pattern produced?
A B
key
wire carrying a current
out of the page
C D
37 Which diagram shows a possible structure of a neutral atom?
A B
key
proton
neutron
electron
C D

16
38 A nuclide of cobalt contains 27 protons and 32 neutrons.
Which symbol represents this nuclide?

27 32 32 59
A 59 Co B 27 Co C 59 Co D 27 Co
39 An isotope of radon is radioactive. It decays by emitting an α-particle.
What happens to the nucleus of a radon atom during the emission of the α-particle?
A It becomes the nucleus of a different isotope of radon with fewer neutrons.

B It becomes the nucleus of a different isotope of radon with more neutrons.
C It becomes the nucleus of an element with a higher proton number.
D It becomes the nucleus of an element with a lower proton number.
40 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.
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019 0625/11/O/N/19

PHYSICS 0625/11
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
components.

PUBLISHED 2019
1 B 1
2 C 1
3 B 1
4 C 1
5 D 1
6 D 1
7 C 1
8 C 1
9 C 1
10 B 1
11 A 1
12 C 1
13 C 1
14 B 1
15 C 1
16 C 1
17 C 1
18 A 1
19 D 1
20 A 1
21 C 1
22 C 1
23 C 1
24 C 1
25 D 1
26 B 1
27 A 1
28 A 1

PUBLISHED 2019
29 C 1
30 C 1
31 D 1
32 D 1
33 A 1
34 B 1
35 C 1
36 B 1
37 A 1
38 D 1
39 D 1
40 A 1

PHYSICS 0625/21
45 minutes
Soft clean eraser
*8731446642*

IB19 11_0625_21/4RP
2
1 A student measures the diameter of a pencil.
Which measuring instrument will give the most precise reading?
A a measuring tape
B a metre rule
C a micrometer screw gauge
D a ruler
2 A light object is dropped from rest. It falls a large distance vertically through air.
How can the motion of the object be described?
A constant acceleration
B increasing acceleration
C decreasing acceleration and then moving at terminal velocity
D increasing acceleration and then moving at terminal velocity
A 4.0 km B 15 km C 240 km D 900 km
4 Which quantity is a force due to a gravitational field?
A density
B mass
C weight
D volume
5 The density of air is 1.2 kg / m3.
A room has dimensions 5.0 m × 4.0 m × 3.0 m.
What is the mass of the air in the room?
A 0.02 kg B 0.10 kg C 50 kg D 72 kg
© UCLES 2019 0625/21/O/N/19

3
6 A car is travelling around a circular track at a constant speed, as shown.
In which direction is the resultant force on the car?
D
car
C A
direction of
movement
7 Two forces P and Q act on a metre rule as shown. The metre rule is pivoted at one end. The rule
starts to rotate in a clockwise direction.
a b metre rule
pivot
A P equals Q
B P is less than Q
C (P × a) is equal to (Q × b)
D (P × a) is greater than (Q × (a + b))
8 Which statement gives a complete description of any object that is in equilibrium?
A There are no forces acting.

B There is no resultant force.
C There is no resultant force and no resultant turning effect.
D There is no resultant turning effect.

4
9 Two objects X and Y move directly towards each other. The objects have the same mass.
Object X has a velocity of 5.0 m / s to the right. Object Y has a velocity of 3.0 m / s to the left.
5.0 m / s 3.0 m / s
X Y
Object X and object Y collide and stick together.
What is their velocity after colliding?
A 1.0 m / s to the left

B 1.0 m / s to the right
C 4.0 m / s to the left
D 4.0 m / s to the right
A chemical
B elastic
C thermal
D sound
11 A man carries 20 tiles from the ground to the roof of a house. Each tile has a mass of 1.2 kg. The
roof of the house is 15 m above the ground.
How much work does the man do against gravity on the tiles in carrying them to the roof?
A 36 J B 180 J C 360 J D 3600 J
12 A car is moving along a straight horizontal road. The car has 1.6 MJ of kinetic energy. The car
accelerates for 20 s until the kinetic energy of the car increases to 2.5 MJ.
What is the minimum average power developed by the car engine for this acceleration?
A 45 W B 205 W C 45 kW D 205 kW
© UCLES 2019 0625/21/O/N/19

5
the flat surface?
14 An object is 20 cm below the surface of a liquid. The density of the liquid is 1200 kg / m3.
What is the pressure on the object due to the liquid?
A 600 Pa B 2400 Pa C 60 000 Pa D 240 000 Pa
15 Which statement about the evaporation of a liquid is correct?
A The least energetic molecules escape from the surface and the temperature of the liquid
decreases.
B The least energetic molecules escape from the surface and the temperature of the liquid
increases.
C The most energetic molecules escape from the surface and the temperature of the liquid
decreases.
D The most energetic molecules escape from the surface and the temperature of the liquid
increases.
16 A bubble of gas is formed deep under water. The bubble has a volume of 40 cm3 and the
pressure inside the bubble is P.
The bubble rises up through the water. The volume of the bubble increases to 56 cm3 and the
pressure becomes 100 kPa. The temperature of the gas does not change.
What is the initial pressure P ?
A 71 Pa B 71 kPa C 140 Pa D 140 kPa

6
17 Which change in the design of a liquid-in-glass thermometer makes it more sensitive?
A a larger liquid reservoir

B a longer tube
C a smaller liquid reservoir
D a wider tube
18 A liquid turns into a gas. This occurs only at one particular temperature, and the change happens
throughout the liquid.
What is this process called?
A boiling
B condensation
C evaporation
D fusion
19 One end of a rod of copper is placed in hot water. Thermal energy travels along the rod to make
the other end warmer.
What is the behaviour of the copper at an atomic level that accounts for most of the transfer of
thermal energy from one end to the other?
A Atoms at the hot end gain kinetic energy and move towards the other end.
B Atoms at the hot end expand, colliding with other atoms and transferring energy.
C Free electrons at the hot end gain energy and move towards the other end, colliding with
atoms along the rod.
D Free electrons at the hot end gain energy from the hot water and move directly to the other
end.
20 A surface is made so that it is a good source of infrared radiation.
Which surface is not suitable?
A a surface that is painted matt black

B a surface that is painted white
C a surface that is heated to a high temperature
D a surface that has a large surface area
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7
21 A large hill blocks the direct path between a transmitter of radio waves and a receiver, as shown.
transmitter
hill receiver
The receiver picks up the signal from the transmitter even though the radio waves do not travel
through the hill.
A possible way A stronger signal is

for this to happen is received using
A diffraction round the hill. longer wavelengths.

B diffraction round the hill. shorter wavelengths.
C refraction round the hill. longer wavelengths.
D refraction round the hill. shorter wavelengths.
22 The diagram shows the image of a clock in a plane mirror.
Which is the actual time?
A 04:15 B 04:45 C 07:15 D 07:45

8
23 A converging lens produces an image of an object O. The focal length of the lens is f.
Which position of the object produces a virtual image?
A B
O O
f f
2f 2f
C D
O O
f f
2f 2f
radio
waves
increasing ......................
A amplitude
B frequency
C speed
D wavelength
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9
25 Which row gives a possible set of values for the speed of sound in ice, in water and in steam?
speed of sound speed of sound speed of sound

in ice in water in steam
m/ s m/ s m/ s
A 500 1500 4000

B 1500 4000 500
C 4000 500 1500
D 4000 1500 500
26 A steel bar is placed in an East-West direction for it to be demagnetised. No other magnet is

nearby.
Which method is not suitable?
A Hammering the bar.

B Heating the bar to a very high temperature.
C Slowly taking the bar out of a coil that carries an alternating current.
D Slowly taking the bar out of a coil that carries a direct current.

28 A circuit contains a cell of electromotive force (e.m.f.) of 2.0 V. The current in the circuit is 2.0 A.
How much energy is converted by the cell in 2.0 minutes?
A 2.0 J B 4.0 J C 8.0 J D 480 J

10
29 The circuit diagram shows a cell connected in series to a resistor and a component X.
What is component X?
A bell
B diode
C heater
D thermistor
X Y Z
A X→Y→Z
B Y→X→Z
C Z→X→Y
D Z→Y→X
© UCLES 2019 0625/21/O/N/19

11
31 A circuit contains a cell of electromotive force (e.m.f.) 2.0 V, three resistors, three ammeters and
two voltmeters. One ammeter is labelled P and one voltmeter is labelled Q.
The readings on the other two ammeters and on the other voltmeter are shown.
2.0 V
2.0 A A 0.50 A
A
A
V P
0.50 V V
Q
What is the reading on ammeter P and what is the reading on voltmeter Q?
reading on P / A reading on Q / V
A 1.5 1.5
B 1.5 2.5
C 2.5 1.5
D 2.5 2.5

12
32 There are two inputs and one output for the combination of logic gates shown.
input 1
output
input 2
Which truth table represents the operation of this combination of logic gates?
A B
input 1 input 2 output input 1 input 2 output

0 0 0 0 0 0
0 1 0 0 1 0
1 0 1 1 0 1
1 1 1 1 1 0
C D
input 1 input 2 output input 1 input 2 output

0 0 1 0 0 1
0 1 1 0 1 0
1 0 0 1 0 1
1 1 0 1 1 1

34 A student investigates the output voltage induced across a coil of wire by a bar magnet.
When will the induced voltage have the greatest value?
A The student slowly moves the bar magnet into the coil of wire.
B The student leaves the bar magnet stationary in the coil of wire.
C The student quickly removes the bar magnet from the coil of wire.
D The student places the bar magnet at rest outside the coil of wire.
© UCLES 2019 0625/21/O/N/19

13
35 There is a current in a wire. The direction of the current is out of the page.
Which diagram shows the magnetic field pattern produced?
A B
key
wire carrying a current
out of the page
C D

14
36 Diagram 1 shows a coil of wire P between the poles of a magnet. The ends of coil P are
connected to a battery by slip rings.
Diagram 2 shows a coil of wire Q between the poles of a different magnet. The ends of coil Q are
connected to a battery by a split-ring commutator.
P Q
N S N S
diagram 1 diagram 2
What happens to coils P and Q?
coil P coil Q
A continuously turns makes one quarter turn
anticlockwise anticlockwise then stops
B continuously turns makes one quarter turn
clockwise clockwise then stops
C makes one quarter turn continuously turns
anticlockwise then stops anticlockwise
D makes one quarter turn continuously turns
clockwise then stops clockwise
37 Which diagram shows a possible structure of a neutral atom?
A B
key
proton
neutron
electron
C D
© UCLES 2019 0625/21/O/N/19

15
38 The scattering of particles by a thin gold foil provided scientists with evidence for the nuclear
atom.
Which particles were scattered by the gold nuclei in the thin foil?
A α-particles
B β-particles
C neutrons
D protons
39 The diagram shows β-particles being directed between the poles of a magnet.
N
β-particles
In which direction will the particles be deflected?
A into the page

B out of the page
C towards the bottom of the page
D towards the top of the page

© UCLES 2019 0625/21/O/N/19

16
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© UCLES 2019 0625/21/O/N/19

PHYSICS 0625/21
MARK SCHEME
Maximum Mark: 40
Published
examination.
Teachers.
components.

PUBLISHED 2019
1 C 1
2 C 1
3 B 1
4 C 1
5 D 1
6 B 1
7 D 1
8 C 1
9 B 1
10 C 1
11 D 1
12 C 1
13 C 1
14 B 1
15 C 1
16 D 1
17 A 1
18 A 1
19 C 1
20 B 1
21 A 1
22 C 1
23 A 1
24 D 1
25 D 1
26 D 1
27 C 1
28 D 1

PUBLISHED 2019
29 B 1
30 D 1
31 A 1
32 B 1
33 B 1
34 C 1
35 B 1
36 C 1
37 A 1
38 A 1
39 B 1
40 A 1

PHYSICS 0625/22
45 minutes
Soft clean eraser
*9597730633*

IB19 11_0625_22/5RP
2
1 A student measures the dimensions of a cylindrical glass beaker.
For which measurement should she use a micrometer screw gauge?
A circumference of the beaker

B diameter of the beaker
C height of the beaker
D thickness of the glass wall of the beaker
2 The graph shows how the speed of a car varies during part of a journey.
20.0
speed
m / s 15.0
10.0
5.0
0
0 2.0 4.0 6.0 8.0 10.0 12.0
time / s
What is the acceleration of the car between 6.0 s and 10.0 s?
A 0.50 m / s2 B 0.80 m / s2 C 1.25 m / s2 D 1.50 m / s2
A 4.0 km B 15 km C 240 km D 900 km
4 A box is placed on the ground. An upward force of 15 N is needed to lift the box at constant
speed.
Which row correctly describes the box?
mass of the box weight of the box
A 1.5 kg 15 N
B 15 N 1.5 kg
C 15 N 150 kg
D 150 kg 15 N
© UCLES 2019 0625/22/O/N/19

3
5 The table gives the mass and the volume of three objects P, Q and R.
object mass / g volume / cm3
P 23 36
Q 170 720
R 240 340
Which objects can float in a liquid of density 0.85 g / cm3?
A P and Q only
B P and R only
C Q and R only
D P, Q and R
6 A hook is used to lift a metal plate, as shown.
100 N
hook
50 cm 40 cm
pivot metal plate
An upward force of 100 N is needed to lift the metal plate about the pivot, as shown.
What is the weight W of the metal plate?
A 80 N B 100 N C 180 N D 225 N
7 What is the unit of the moment of a force?
A N B N / kg C N/m D Nm

4
8 A ship travels due North through still water at a speed of 20 m / s.
It enters a channel where there is a current in the water from West to East. The speed of the
current is 20 m / s.
Which diagram shows the resultant velocity v of the ship?
A B
v v W E
20 m / s 20 m / s
S
20 m / s 20 m / s
C D
20 m / s v 20 m / s v
20 m / s 20 m / s
9 A ball is at rest on the ground. A boy kicks the ball. The boy’s boot is in contact with the ball for
0.040 s.
The average force on the ball is 200 N. The ball leaves the boy’s boot with a speed of 20 m / s.
Which row gives the impulse of the boot on the ball and the average acceleration of the ball?
impulse on ball average acceleration of ball

Ns m / s2
A 8 0.8
B 8 500
C 5000 0.8
D 5000 500
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5
10 An object P of mass 80 g collides with another object Q of mass 40 g.
After the collision, P and Q stick together and then travel on together.
Before the collision, P is travelling at a speed of 6.0 m / s and Q is at rest.
What is the speed of P and Q after the collision?
A 2.0 m / s B 3.0 m / s C 4.0 m / s D 6.0 m / s
A chemical
B elastic
C thermal
D sound
12 A box of mass 8.0 kg is lifted from the ground and placed on a shelf. The box gains 100 J of
potential energy.
The box falls off the shelf. Air resistance can be ignored.
At what speed does the box hit the ground?
A 3.5 m / s B 5.0 m / s C 25 m / s D 28 m / s
13 A car is moving along a straight horizontal road. The car has 1.6 MJ of kinetic energy. The car
accelerates for 20 s until the kinetic energy of the car increases to 2.5 MJ.
What is the minimum average power developed by the car engine for this acceleration?
A 45 W B 205 W C 45 kW D 205 kW

6
the flat surface?
15 The density of mercury is 13 600 kg / m3.
What is the pressure at the bottom of a column of mercury that has a height of 75.0 cm?
A 1.02 × 104 Pa
B 1.02 × 105 Pa
C 1.02 × 106 Pa
D 1.02 × 107 Pa
16 Which row describes the arrangement and the motion of the molecules in a gas?
arrangement motion
A far apart move freely

B far apart vibrate only
C tightly packed move freely
D tightly packed vibrate only
17 A bubble of air of volume 3.0 mm3 is under water. The bubble is at a depth where the pressure of
the air inside the bubble is four times atmospheric pressure.
The temperature of the air in the bubble stays the same as it rises to the surface.
What is the volume of the air in the bubble as it reaches the surface?
A 3.0 mm3 B 9.0 mm3 C 12 mm3 D 15 mm3
© UCLES 2019 0625/22/O/N/19

7
18 The same quantity of thermal energy is supplied to each of four blocks. Each block is made from
a different material.
Which block has the greatest thermal capacity?
A B C D
temperature temperature temperature temperature

increase is increase is increase is increase is
1 °C 4 °C 2 °C 3 °C
19 A liquid turns into a gas. This occurs only at one particular temperature, and the change happens
throughout the liquid.
What is this process called?
A boiling
B condensation
C evaporation
D fusion
20 In a cold country, a bicycle has been left outside all night. The cyclist finds the plastic hand grips
feel less cold to the touch than the steel handlebars.
Which row correctly describes the temperature and the property of the two materials?
the temperature of the two materials the property of the two materials
A the temperature of the steel is the plastic is a better thermal
much lower than that of the plastic conductor than the steel
B the temperature of the steel is the steel is a better thermal
much lower than that of the plastic conductor than the plastic
C the steel and the plastic are the plastic is a better thermal
both at the same temperature conductor than the steel
D the steel and the plastic are the steel is a better thermal
both at the same temperature conductor than the plastic

8
21 The diagram shows a tent made from a new material.
new material
What type of material should the tent be made of to reflect the radiant energy from the Sun?
material material
texture surface colour
A dull black
B dull white
C shiny black
D shiny white
22 A large hill blocks the direct path between a transmitter of radio waves and a receiver, as shown.
transmitter
hill receiver
The receiver picks up the signal from the transmitter even though the radio waves do not travel
through the hill.
A possible way A stronger signal is

for this to happen is received using
A diffraction round the hill. longer wavelengths.

B diffraction round the hill. shorter wavelengths.
C refraction round the hill. longer wavelengths.
D refraction round the hill. shorter wavelengths.
© UCLES 2019 0625/22/O/N/19

9
23 A ray of light is incident on a plane mirror. A student measures the angle of incidence i and the
angle of reflection r.
incident i r reflected
ray ray
The student varies the angle of incidence and then plots a graph of r against i.
What does the graph look like?
A B C D
r r r r
0 0 0 0
0 i 0 i 0 i 0 i
24 What is monochromatic light?
A light of a single amplitude

B light of a single frequency
C light of more than one colour
D light which travels with constant velocity
radio
waves
increasing ......................
A amplitude
B frequency
C speed
D wavelength

10
26 Which row gives a possible set of values for the speed of sound in ice, in water and in steam?
speed of sound speed of sound speed of sound

in ice in water in steam
m/ s m/ s m/ s
A 500 1500 4000

B 1500 4000 500
C 4000 500 1500
D 4000 1500 500
27 A steel bar is placed in an East-West direction for it to be demagnetised. No other magnet is

nearby.
Which method is not suitable?
A Hammering the bar.

B Heating the bar to a very high temperature.
C Slowly taking the bar out of a coil that carries an alternating current.
D Slowly taking the bar out of a coil that carries a direct current.

29 There is a current of 2.0 A in a resistor for 30 s. The potential difference (p.d.) across the resistor
is 12 V.
How much energy is transferred in the resistor?
A 1.25 J B 5.0 J C 180 J D 720 J
© UCLES 2019 0625/22/O/N/19

11
X Y Z
A X→Y→Z
B Y→X→Z
C Z→X→Y
D Z→Y→X
31 Resistors of 1.0 Ω, 2.0 Ω and 3.0 Ω are connected in parallel with a cell.
A The current in each resistor is different but the potential difference (p.d.) across each resistor
is the same.
B The current in each resistor is the same but the potential difference across each resistor is
different.
C The potential difference across the 3.0 Ω is greater than the potential difference across the
1.0 Ω resistor.
D The sum of the potential differences across each resistor is equal to the electromotive force
(e.m.f.) of the cell.
32 The diagram shows a circuit component.
What is it used for?
A to allow current in one direction only

B to change the direction of the current
C to emit light when there is a current
D to increase the size of the current

12
33 Which single logic gate behaves the same as the combination of logic gates shown?
A AND B NOR C NOT D OR

35 The N-pole of a magnet is moved into a coil of wire connected to a galvanometer.
coil
S N
The needle of the galvanometer moves.
Which situation must give a smaller galvanometer reading?
A Use a coil with fewer turns and a stronger magnet.

B Use a coil with fewer turns and a weaker magnet.
C Use a coil with more turns and a stronger magnet.
D Use a coil with more turns and a weaker magnet.
36 A step-down transformer is 100% efficient. It has an input voltage of 240 V a.c. and an output
voltage of 60 V a.c.
The current in the primary coil is 0.50 A.
What is the current in the secondary coil?
A 0.13 A B 0.50 A C 2.0 A D 8.0 A
© UCLES 2019 0625/22/O/N/19

13
37 The diagrams show the simple atomic structure for two neutral atoms X and Y of different
elements.
X Y
atom with atom with a more

more electrons positively charged nucleus
A X X
B X Y
C Y X
D Y Y
38 Plutonium-238 decays by the emission of an α-particle.
Which equation represents the decay of a plutonium-238 nucleus?
A
238
94
Pu → 238
95
U + –10 α
B
238
94
Pu → 234
92
U + 42 α
C
238
94
Pu → 234
92
U + 42 α
D
238
94
Pu → 242
96
U + 42 α
39 A radioactive isotope has a half-life of 8 days.
A detector close to a sample of this isotope gives a count rate of 200 counts per minute.
Without the source, the background count is 20 counts per minute.
What is the count rate due to the source after 8 days?
A 80 counts per minute

B 90 counts per minute
C 100 counts per minute
D 110 counts per minute

14

© UCLES 2019 0625/22/O/N/19

15
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© UCLES 2019 0625/22/O/N/19

16
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© UCLES 2019 0625/22/O/N/19

PHYSICS 0625/31
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED
marking principles.
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
descriptors.

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

PUBLISHED
B marks are independent marks, which do not depend on other marks. For a B mark to be scored, the point to which it refers must be
seen specifically in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to be scored, the point to which it refers
must be seen in a candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent A marks
can be scored.
C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they
refer are not written down by the candidate, provided subsequent working gives evidence that they must have known it.
For example, if an equation carries a C mark and the candidate does not write down the actual equation but does correct
substitution or working which shows he knew the equation, then the C mark is scored. A C mark is not awarded if a candidate
makes two points which contradict each other. Points which are wrong but irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are one of the ways which allow a C mark
to be scored. A marks are commonly awarded for final answers to numerical questions. If a final numerical answer, eligible for
A marks, is correct, with the correct unit and an acceptable number of significant figures, all the marks for that question are
normally awarded.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the
marks do not depend on seeing the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of
the unit given.
e.e.o.o. This means ‘each error or omission’.
o.w.t.t.e. This means ‘or words to that effect’.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and does not cause a right plus wrong
penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean what we want, give credit. However,
do not allow ambiguities, e.g. spelling which suggests confusion between reflection / refraction / diffraction or thermistor /
transistor / transformer.

PUBLISHED
Not/NOT This indicates that an incorrect answer is not to be disregarded, but cancels another otherwise correct alternative offered by
the candidate, i.e. right plus wrong penalty applies.
ecf meaning ‘error carried forward’ is mainly applicable to numerical questions, but may in particular circumstances be applied in
non-numerical questions. This indicates that if a candidate has made an earlier mistake and has carried an incorrect value
forward to subsequent stages of working, marks indicated by ecf may be awarded, provided the subsequent working is correct,
bearing in mind the earlier mistake. This prevents a candidate from being penalised more than once for a particular mistake,
but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ⩾ 2. Any exceptions to this general rule will be specified
in the mark scheme.

PUBLISHED
1(a) density = mass ÷ volume in any form OR (mass =) density × volume C1
mass = 1000 × 0.05 C1
50 (kg) A1
1(b) Floats OR does not sink M0
density of full barrel OR its density OR density of plastic OR density of barrel OR density of (pure) water is less than C1
sea water
density of plastic OR barrel AND (pure) water is less than sea water A1
2(a) (student) S B1
2(b) 83.37 (s) seen C1
83.37 ÷ 50 C1
1.67 (s) cao A1
2(c) 165 (mm) B1

PUBLISHED
3(a) measure without any load / weights AND measure with load / weights B1
measure length OR ruler stated or seen B1
(extension =) difference in two values B1
3(b)(i) 30 (cm) B1
3(b)(ii) 2.5 (N) B1
3(c) W = m × g OR W = m × 10 OR (m =) W ÷ g in any form C1
6.0 ÷ 10 C1
0.6(0) (kg) A1
4(a)(i) stop the tractor tipping up/keep tractor level owtte B1
4(a)(ii) moment = force × (perp.) distance from pivot in any form C1
6000 × 2.1 C1
12 600 A1
Nm B1
4(b) Any three from: B3
(wide tyres have) greater area (in contact with ground)

pressure = force ÷ area in any form
the bigger the area the smaller the pressure
so tractor less likely to sink/become stuck (in soft ground)

PUBLISHED
5 Box 1 3 B3
Box 2 3
Box 3
Box 4
Box 5 3
6(a)(i) straight line to mirror AND normal correctly positioned B1
6(a)(ii) two correct reflections drawn B1
6(a)(iii) angle of incidence = angle of reflection B1
6(b) refracted away from normal B1
refracted along straight edge B1
totally internally reflected B1

PUBLISHED
7(a)(i) ray from X through centre of lens B1
7(a)(ii) image drawn from axis to point where rays cross and labelled I B1
7(a)(iii) point labelled F where ray crosses principal axis B1
7(a)(iv) 2.7 (cm) ± 0.2 cm B1
7(b) diminished 2nd box ticked B1
inverted 4th box ticked B1
8(a)(i) (it is) vibrating B1
8(a)(ii) longitudinal B1
8(a)(iii) frequency (of sound) OR 25 kHz B1
is above (upper limit of) human hearing range B1

OR is an ultrasound
8(b)(i) horizontal line with arrows at either end B1
8(b)(ii) (14.4 ÷ 4 =) 3.6 (cm) B1
8(c) Any four from: B4

use of shallow water
use of flat lamina or shape below surface / different depths (of water) used
waves hit {shallower water / shape} at an angle (other than 90°)
waves change direction
(due to) change in speed

PUBLISHED
9(a) correct field pattern for bar magnet B1
no lines crossing and good detail of curvature B1
correct direction of arrow, i.e. out from N pole B1
9(b) electrons M1
move from the rod/to the cloth A1
9(c) 1. force of repulsion circled B1
2. no force circled B1
10(a)(i) correct symbol for ammeter B1
correct symbol for voltmeter B1
ammeter in series and voltmeter in parallel with lamp B1
10(a)(ii) (R =) V ÷ I OR V = I × R in any form C1
(R = ) 4.5 ÷ 0.25 C1
18 ( Ω) A1
10(b)(i) variable resistor B1
10(b)(ii) (sliding contact moved to) change resistance (in circuit) B1
(and so) change current (in lamp) or p.d. (across lamp) B1

PUBLISHED
11(a) relative movement (between conductor and magnetic field) B1

And any two from:
connect conductor/coil to (sensitive) meter
use of magnet/magnetic field
deflection on meter (indicates emf) OR voltage generated OR current in conductor B2
11(b)(i) (soft-) iron B1
11(b)(ii) more turns on output coil (than input coil) ora B1
11(b)(iii) Vs / Vp = Ns / Np in any form C1
Vs / 12 = 300 / 20 OR Vs = (300 / 20) × 12 OR Vs = 15 × 12 OR 12 / 20 = ? / 300 C1
180 (V) A1
12(a) 2.5 (minutes) B1
12(b) any answer above 1246 (counts/s), e.g. 1247 B1
12(c) 1. helium nucleus OR 2 protons AND 2 neutrons B1
2. strongly (ionising) B1
3. weakly (penetrating) B1

* 3 5 0 7 5 6 7 1 6 7 *
PHYSICS 0625/31
1 hour 15 minutes

DC (SC/FC) 172324/4
2
1 Fig. 1.1 shows a plastic water barrel. The barrel is full of water.
barrel
Fig. 1.1
(a) The water barrel contains 0.050 m3 of pure water. The density of pure water is 1000 kg / m3.
Calculate the mass of pure water in the barrel.
mass of water = .................................................... kg [3]
(b) The density of sea water is 1030 kg / m3. The density of the plastic is 1000 kg / m3. Use this
information and the information in (a) to state and explain whether the full barrel will float in
sea water.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 5]
© UCLES 2019 0625/31/O/N/19

3
2 Four students P, Q, R and S each attempt to measure the time period (the time for one complete
oscillation) of a pendulum. The arrows in Fig. 2.1 show the movements of the pendulum that each
student times.
P Q R S
start end start start

start
end end
end
Fig. 2.1
(a) State the student who has chosen the correct movement for one period of a pendulum.
student ..................................... [1]
(b) Another student uses a stopwatch to measure the time taken for 50 periods of a pendulum.
Fig. 2.2 shows the time taken on the stopwatch.
min s 1 s
100
01:23.37
Fig. 2.2
Calculate the time for one period of the pendulum. Give your answer to 3 significant figures.
time for one period = ...................................................... s [3]

4
(c) The student measures the displacement of the pendulum bob from its rest position. The
displacement is 16.5 cm, as shown in Fig. 2.3.
16.5 cm
Fig. 2.3
State the displacement in millimetres.
displacement = .................................................. mm [1]
[Total: 5]
© UCLES 2019 0625/31/O/N/19

5
3 Fig. 3.1 shows a spring with no load attached. Fig. 3.2 shows the same spring with a load attached.
stand
spring
load
Fig. 3.1 Fig. 3.2
(a) Describe how a student can determine the extension of the spring. You may draw on Fig. 3.1
and Fig. 3.2 as part of your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]

6
(b) The student plots a graph of load against extension, as shown in Fig. 3.3.
10.0
load / N
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
0 4 8 12 16 20 24 28 32 36 40
extension / cm
Fig. 3.3
(i) Determine the extension produced by a load of 7.5 N.
extension = ................................................... cm [1]
(ii) Determine the load that would produce an extension of 10.0 cm.
load = ..................................................... N [1]
(c) Calculate the mass that has a weight of 6.0 N.
mass = .................................................... kg [3]
[Total: 8]
© UCLES 2019 0625/31/O/N/19

7
4 Fig. 4.1 shows a tractor fitted with a device for breaking up soil in a field.
device tractor
heavy weight
pivot point soil
Fig. 4.1
(a) (i) The tractor has a heavy weight at the front. Explain why the heavy weight is needed.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Fig. 4.2 represents the weight of the device and its distance from the pivot.
pivot
2.1 m
6000 N
Fig. 4.2
Calculate the moment of the weight of the device about the pivot. State the unit.
moment = ........................................................ [4]

8
(b) Fig. 4.3 shows a tractor fitted with narrow tyres and the same tractor fitted with wide tyres.
narrow tyre wide tyre
tractor fitted with same tractor fitted with

narrow tyres wide tyres
Fig. 4.3 (view from the front)
Explain why wide tyres are more suitable for the tractor on soft soil.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 8]
© UCLES 2019 0625/31/O/N/19

9
5 Here are some statements about energy and energy resources.
Some statements are correct. Put a tick (✓) in the box alongside each of these.
Building hydroelectric power stations has an impact on the environment.
Burning fossil fuels produces atmospheric pollution.
Wind turbines are turned using gravitational potential energy.
Coal and crude oil are sources of renewable energy.
Geothermal energy is obtained from hot rocks below the ground.

[3]
[Total: 3]

10
6 Fig. 6.1 shows a mirror periscope. The periscope is used to view a golfer over the heads of other
people. The periscope has two plane mirrors each at an angle of 45° to the vertical.
periscope
45°
ray of light
plane
mirror
golfer
45°
plane
mirror
(a) (i) On Fig. 6.1:
1. Continue the ray of light from the golfer towards the upper mirror of the periscope
2. Draw and label the normal at the point where the ray strikes the mirror.
[1]
(ii) On Fig. 6.1, continue the ray of light after reflection at the upper mirror until it leaves the
periscope. [1]
(iii) State the law of reflection used to deduce the position of the ray of light after striking the
mirrors.
..................................................................................................................................... [1]
© UCLES 2019 0625/31/O/N/19

11
(b) Fig. 6.2 shows three rays of red light each entering a semi-circular glass block.
air
X semi-circular
glass block
ray of red light
air
Y semi-circular
glass block
ray of red light
air
Z
semi-circular
glass block
ray of red light
Fig. 6.2
Table 6.1
angle of incidence description

X less than the critical angle
Y equal to the critical angle
Z greater than the critical angle
Using the information in Table 6.1, draw on Fig. 6.2 to complete the path of each ray of red
light. [3]
[Total: 6]

12
7 An object, OX, is placed in front of a converging lens.
Fig. 7.1 shows a ray of light from the object passing through the lens.
Fig. 7.1
(a) (i) The lens forms an image of object OX.
On Fig. 7.1, draw another ray from X to locate the position of the image. [1]
(ii) On Fig. 7.1, draw an arrow to represent the image of OX and label it I. [1]
(iii) On Fig. 7.1, mark a principal focus for the lens and label it F. [1]
(iv) On Fig. 7.1, measure and record the focal length of the lens.
focal length = ................................................... cm [1]
(b) Describe the image I.
Choose words from the list. Tick (✓) two boxes.
enlarged
diminished
same size
inverted
upright
[2]
[Total: 6]
© UCLES 2019 0625/31/O/N/19

13
8 (a) Fig. 8.1 shows a student listening to the sound produced by a tuning fork.
tuning fork
Fig. 8.1
(i) State how the tuning fork produces the sound.
..................................................................................................................................... [1]
(ii) Complete the following sentence. Choose a word from the box.
electromagnetic longitudinal transverse
A sound wave is ............................................................. [1]
(iii) A loudspeaker produces a sound with a frequency of 25 kHz.
A student with healthy ears cannot hear this sound. Explain why.
...........................................................................................................................................
..................................................................................................................................... [2]

14
(b) Fig. 8.2 represents a sound wave travelling in air.
Fig. 8.2 (drawn full size)
(i) The air particles are moving. On Fig. 8.2, draw two arrows in opposite directions to show
the movement of the air particles. [1]
(ii) Use Fig. 8.2 to determine the wavelength of the sound wave.
wavelength = ................................................... cm [1]
(c) Describe a method of using water waves to demonstrate refraction.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
[Total: 10]
© UCLES 2019 0625/31/O/N/19

15
9 A student is experimenting with magnets and electric charges.
(a) The student places a bar magnet on a piece of paper, as shown in Fig. 9.1.
N S
piece of
paper
Fig. 9.1
Show the pattern of magnetic field lines around the bar magnet.
Draw two lines above the magnet and two lines below the magnet. Start and finish each line
at a pole. Include one arrow to show the direction of the magnetic field. [3]
(b) The student rubs a plastic rod with a dry cloth. The plastic rod becomes positively charged.
Explain why the friction between the plastic and the cloth causes the plastic to become
positively charged.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]

16
(c) The student investigates the forces between two pairs of objects.
Fig. 9.2 and Fig. 9.3 show the pairs of objects.
State whether there is a force of attraction, a force of repulsion, or no force between the pairs
of objects. Draw a ring around one phrase for each pair of objects.
1. two positively charged spheres
thin cotton
+ +
+ + + +
+ + + +
+++ +++
Fig. 9.2
force of attraction force of repulsion no force
2. a bar magnet and a bar of copper metal
N S bar of copper metal
Fig. 9.3
force of attraction force of repulsion no force

[2]
[Total: 7]
© UCLES 2019 0625/31/O/N/19

17
10 A teacher is investigating the resistance of a lamp.
Fig. 10.1 shows part of the circuit she uses. The circuit is incomplete.
component X switch
Fig. 10.1
(a) (i) To determine the resistance of the lamp, the teacher adds two meters to her circuit.
On Fig. 10.1, draw circuit symbols to show each meter correctly connected in the circuit.
[3]
(ii) When the current in the lamp is 0.25 A, the potential difference (p.d.) across the lamp is
4.5 V. Calculate the resistance of the lamp.
resistance = ..................................................... Ω [3]
(b) (i) State the name of component X.
..................................................................................................................................... [1]
(ii) Describe and explain how the teacher uses component X to investigate the resistance of
the lamp.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 9]
18
11 A student is experimenting with electromagnetic effects.
(a) Describe an experiment, using any standard laboratory equipment, to demonstrate

electromagnetic induction. You may draw a diagram.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(b) Fig. 11.1 shows a transformer connected to an input voltage of 12 V a.c.
core
input output
12 V a.c. voltage
voltage

20 turns 300 turns
Fig. 11.1
(i) State the name of a suitable material for the core of the transformer.
..................................................................................................................................... [1]
(ii) Explain how the diagram in Fig. 11.1 shows a step-up transformer.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Using the information in Fig. 11.1, calculate the output voltage of the transformer.
output voltage = ......................................................V [3]
[Total: 8]
© UCLES 2019 0625/31/O/N/19

19
12 A teacher carries out two experiments at the same time.
(a) In the first experiment the count rate for a sample of a radioactive isotope is measured every
30 seconds for 6 minutes.
The results are shown in Table 12.1.
Table 12.1
count rate
time / minutes
counts / second
0.0 1246
0.5 1036
1.0 941
1.5 810
2.0 686
2.5 621
3.0 550
3.5 468
4.0 421
4.5 368
5.0 318
5.5 280
6.0 242
Estimate the half-life of the radioactive isotope. Use the information in the table.
half-life = ........................................... minutes [1]
(b) In the second experiment the teacher repeats the procedure with another sample of the same
radioactive isotope. The mass of the second sample is greater than that of the first sample.
Suggest a value for the count rate for this sample at the start of the experiment.
count rate = ................................ counts / second [1]

20
(c) One type of particle emitted during radioactive decay is an α-particle (alpha particle).
Describe:
(i) the nature of an α-particle
..................................................................................................................................... [1]
(ii) the ionising ability of an α-particle
..................................................................................................................................... [1]
(iii) the penetrating ability of an α-particle.
..................................................................................................................................... [1]
[Total: 5]
© UCLES 2019 0625/31/O/N/19

* 0 4 3 1 9 9 1 6 2 8 *
PHYSICS 0625/41
1 hour 15 minutes

DC (NH/CGW) 174867/3
2
1 A car accelerates from rest at time t = 0 to its maximum speed.
Fig. 1.1 is the speed-time graph for the first 25 s of its motion.
40
speed
m/s
30
20
10
0
0 5 10 15 20 25
t/s
Fig. 1.1
(a) The mass of the car is 2300 kg.
For the time between t = 0 and t = 5.0 s, determine:
(i) the acceleration of the car
acceleration = ........................................................ [2]
(ii) the resultant force acting on the car.
resultant force = ........................................................ [2]
© UCLES 2019 0625/41/O/N/19

3
(b) Describe the motion of the car between t = 10 s and t = 15 s. Explain how Fig. 1.1 shows this.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Between t = 10 s and t = 15 s, the force exerted on the car due to the engine remains constant.
Suggest and explain why the car moves in the way shown by Fig. 1.1.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 9]

4
2 (a) State two properties of an object that may be changed by the action of forces.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
(b) A chest expander is a piece of equipment used by athletes in a gym. Fig. 2.1 shows a chest
expander that consists of five identical springs connected in parallel between two handles.
springs
Fig. 2.1
Each spring has an unstretched length of 0.63 m.
Two athletes are stretching the chest expander by pulling on the two handles in opposite
directions.
(i) The springs obey Hooke’s law.
Explain what is meant by this statement.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Each athlete pulls the handle towards himself with a force of 1300 N.
1. State the tension in each spring.
tension = ........................................................ [1]
2. The chest expander stretches and each spring is now 0.94 m long.
Calculate the spring constant k of each spring.
k = ........................................................ [2]
© UCLES 2019 0625/41/O/N/19

5
(iii) State the energy changes taking place as the two athletes use their muscles to stretch
the chest expander.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 9]

6
3 Fig. 3.1 shows a shooting competition, where air rifles fire soft metal pellets at distant targets.
target
air rifle
Fig. 3.1
When an air rifle is fired, it exerts an impulse of 0.019 N s on the pellet.
(a) Define impulse.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) The pellet has a mass of 1.1 × 10–4 kg.
Determine:
(i) the speed with which the pellet leaves the rifle
speed = ........................................................ [2]
(ii) the kinetic energy of the pellet as it leaves the rifle.
kinetic energy = ........................................................ [3]
© UCLES 2019 0625/41/O/N/19

7
(c) The pellet melts when it strikes the target.
Describe how the molecular structure of the liquid metal differs from that of the solid metal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 9]

8
4 Fig. 4.1 shows a loudspeaker that is producing a sound wave in air of frequency 15 000 Hz.
hollow
paper
cone
Fig. 4.1
(a) Describe how the cone of the loudspeaker produces this sound.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(b) The speed of sound in air is 330 m / s.
Calculate the wavelength of this sound.
wavelength = ........................................................ [2]
© UCLES 2019 0625/41/O/N/19

9
(c) The loudspeaker is placed a considerable distance to the left of a barrier with a gap. The
width of the gap is double the wavelength of the sound. Sound from the loudspeaker reaches
the barrier and passes through the gap.
Fig. 4.2 shows the gap in the barrier.
barrier
barrier
On Fig. 4.2, sketch a diagram that represents the sound wave as a series of wavefronts
• travelling towards the barrier
• in the gap
• and travelling away from the barrier.

[3]
[Total: 8]

10
5 Fig. 5.1 shows a sphere that is negatively charged. The sphere is attached to a plastic stand.
plastic stand
Fig. 5.1
(a) On Fig. 5.1, draw arrows to indicate the pattern and direction of the electric field in the region
surrounding the sphere. [2]
(b) A smaller, uncharged metal sphere S is suspended by a plastic thread and brought close to
the negatively charged sphere. Fig. 5.2 shows the two spheres.
plastic thread
Fig. 5.2
(i) By drawing on Fig. 5.2, indicate the distribution of charge on S. [2]
(ii) State what happens to S.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) An earth wire is then touched against S.
Describe what happens in the wire and state how this affects the charge on S.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2019 0625/41/O/N/19

11
(c) The metal sphere S is an electrical conductor. The plastic thread is an electrical insulator.
Explain this difference by referring to the structures of the two materials.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 9]

12
6 Fig. 6.1 shows a shower that takes in cold water. The water passes through an electric water
heater and emerges from the showerhead at a higher temperature.
showerhead
electric
water heater
Fig. 6.1
The power of the heater is 9000 W.
(a) The shower is powered by a 230 V electricity supply.
(i) Calculate the current in the heater when it is switched on.
current = ........................................................ [2]
(ii) Suggest a suitable rating for the fuse in the heater circuit.
fuse rating = ........................................................ [1]
(b) The specific heat capacity of water is 4200 J / (kg °C). The initial temperature of the cold water
is 16 °C.
Determine the maximum mass of water that can be heated to a temperature of 35 °C in 1.0 s.
mass = ........................................................ [4]
© UCLES 2019 0625/41/O/N/19

13
(c) A safety control in the shower switches off the shower when the water becomes dangerously
hot. The control uses a thermocouple thermometer to measure the temperature of the heated
water.
(i) Describe the structure of a thermocouple thermometer. Include a diagram in your answer.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Suggest one reason why a thermocouple thermometer is suitable for this purpose.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 10]

14
7 The resistance of a 1.0 m length of resistance wire is 7.6 Ω. A length of this wire is taped to a metre
rule. A crocodile clip is connected to one end of the resistance wire exactly at the 0 m mark of the
rule. Fig. 7.1 shows the crocodile clip connected to terminal P.
0 m mark movable contact metre rule

l
1.0 m mark
crocodile clip
resistance wire
connecting wire
terminal P terminal Q
Fig. 7.1
A second terminal Q is connected to a movable contact using a long length of connecting wire.
The movable contact is in contact with the resistance wire at a length l from the 0 m mark on the
rule.
The movable contact is placed at different points on the resistance wire. The resistance R of the
length l of the wire depends on l.
(a) On Fig. 7.2, sketch a graph to show how R varies with l for values of l between l = 0 and
l = 1.0 m. Mark appropriate values on the axes of the graph.
R/Ω
0
0 l/m
Fig. 7.2
[2]
© UCLES 2019 0625/41/O/N/19

15
(b) Fig. 7.3 shows a battery of electromotive force (e.m.f.) 12 V connected across the 1.0 m length
of the resistance wire.
12 V
l
movable contact metre rule
resistance wire
terminal P terminal Q
Fig. 7.3
(i) State what is meant by electromotive force (e.m.f.).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Calculate:
1. the current in the resistance wire
current = ........................................................ [2]
2. the potential difference (p.d.) between terminal P and terminal Q when l = 0.35 m
p.d. = ........................................................ [1]
3. the charge that passes through the resistance wire in 5.5 minutes.
charge = ........................................................ [2]
[Total: 9]

16
8 Fig. 8.1 shows a ray of red light incident on one side of a glass prism in air.
glass prism
red light
Fig. 8.1
For red light, the refractive index of glass is nR.
(a) The angle of incidence is 53° and the angle of refraction in the glass is 30°.
(i) Calculate nR.
nR = ........................................................ [2]
(ii) On Fig. 8.1, sketch a line to indicate the path of the red light when it emerges from the
glass prism. Label this path R. [1]
(iii) Explain why the quantity refractive index does not have a unit.
...........................................................................................................................................
..................................................................................................................................... [1]
(b) For violet light, the refractive index nV of glass is slightly larger than nR.
(i) A ray of violet light is incident on the prism along the same path as the ray of red light.
On Fig. 8.1, sketch a line to indicate the path of the violet light in the prism and when it
emerges into the air. Label this path V. [1]
(ii) When a ray of white light is incident on the prism, dispersion produces a continuous
spectrum of coloured light.
State how the speed of light in glass depends on its frequency. Explain how this is shown
by the dispersion of white light in the prism.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[3]
[Total: 8]
© UCLES 2019 0625/41/O/N/19
17
BLANK PAGE

18
9 (a) The chemical symbol of the element lithium is Li. The proton number of lithium is 3.
Fig. 9.1 is a representation of a nucleus of a radioactive isotope of lithium that is about to

decay.
Fig. 9.1
(i) Write down, using nuclide notation, the symbol that represents this isotope of lithium.
..................................................................................................................................... [1]
(ii) This isotope of lithium decays by β-particle emission to form another nucleus.
Complete Fig. 9.2 to represent this decay by:
• using the same representation as in Fig. 9.1 and in the space after the arrow, draw
a diagram of the nucleus formed by the decay
• writing the name of the particle that is identical to a β-particle on the answer line
provided.
+
.............................................
Fig. 9.2
[3]
(b) A radiation detector is set up in a laboratory where there are no radioactive samples.
On six separate occasions, the detector is switched on for 1.0 minute and the background
count is recorded. The counts are:
23 27 25 24 20 25
(i) State why the readings are not all identical.
..................................................................................................................................... [1]
(ii) Suggest a possible source for this background radiation.
..................................................................................................................................... [1]
© UCLES 2019 0625/41/O/N/19

19
(iii) A sample containing only one radioactive isotope is brought into the laboratory. The
half-life of the isotope is 15 hours.
The sample is placed near to the radiation detector in this laboratory. The detector is
switched on and, after 1.0 minute, a count of 440 is recorded.
The sample is left next to the detector and the experiment is repeated 45 hours later.
The detector is switched on for 1.0 minute.
Predict the reading for the count obtained on this occasion.
reading ........................................................ [3]
[Total: 9]
© UCLES 2019 0625/41/O/N/19

20
BLANK PAGE
© UCLES 2019 0625/41/O/N/19

PHYSICS 0625/41
MARK SCHEME
Maximum Mark: 80
Published
Teachers.
components.

PUBLISHED
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific
content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking
principles.
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question
as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be
limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade
descriptors in mind.

PUBLISHED
1(a)(i) a = ∆v / ∆t or a = (v – u) / t in any form words, symbols or numbers or (a =) ∆v / ∆t or (a =) (v – u) / t or 15 (– 0) / 5.0 or (a =) C1

gradient
3.0 m / s2 A1
1(a)(ii) (F =) ma in any form words, symbols or numbers or (F =) ma or 2300 × 3.0 C1

6900 N A1
1(b) accelerating or speed / velocity increasing B1

at a decreasing rate or acceleration decreasing B1
gradient (of graph is positive and) decreasing B1
1(c) air resistance or friction mentioned or resistive force B1

air resistance or friction or resistive force increases (with speed) B1

PUBLISHED
2(a) any two from: B2

shape
size / volume / length / density / any linear dimension
direction (of motion) / speed / velocity / momentum / kinetic energy / acceleration
2(b)(i) extension and tension / force / load mentioned C1

extension is directly proportional to tension / force / load A1
2(b)(ii)1. 260 N B1
2(b)(ii)2. k = F / x in any form words, symbols or numbers or (k =) F / x or 260 / (0.94 – 0.63) or 260 / 0.31 C1
840 N / m A1
2(b)(iii) from chemical (potential energy) B1

to elastic (potential) / strain (at end) B1

PUBLISHED
3(a) force × time (for which it acts) B1
3(b)(i) v = I / m or 0.019 / 0.00011 in any form words, symbols or numbers or (v =) I / m C1

170 m / s A1
3(b)(ii) KE = ½mv2 in any form words, symbols or numbers or (KE =) ½mv2 C1

0.50 × 0.00011 × 1702 C1
1.6 J or 1.7 J A1
3(c) accept reverse comments if clearly about how the molecular structure of a solid differs from that of a liquid
(molecules / they) have an irregular arrangement / not ordered / random arrangement B1
(molecules / they) are (slightly) further apart (on average) B1
(molecules / they are) not fixed in place B1

PUBLISHED
4(a) it / cone vibrates B1

any two from: B2
alternating current (a.c.) (in coil / wire) or alternating magnetic field
(neighbouring) air vibrates or vibrations passed on
(producing) compressions and rarefactions / vibrations parallel to energy transfer
vibrating at 15 000 Hz
4(b) λ = v / f in any form words, symbols or numbers or (λ =) v / f or 330 / 15 000 C1

0.022 m A1
4(c) at least two vertical wavefronts either to left of barrier or in gap B1

at least one wavefront showing some diffraction B1
approximately constant wavelength throughout and ~50% of gap width B1
5(a) four or more radial arrows / lines outside surface B1

at least one arrow pointing towards (centre of) sphere and none wrong B1
5(b)(i) positive charges on left and negative charges on right of S M1

equal numbers A1
5(b)(ii) it moves towards / attracted towards the negatively charged sphere / to the left B1
5(b)(iii) electrons / negative charges move (along the wire) towards Earth / towards ground / down the wire B1
S becomes positively charged B1
5(c) electrons mentioned M1

free (to move) / delocalised / mobile in metals / S or fixed in position in plastic / stand A1

PUBLISHED
6(a)(i) I = P / V or in any form words, symbols or numbers or (I =) P / V or 9000 / 230 C1

39 A A1
6(a)(ii) 40 A or any greater integer value (in A) up to and including 60 A B1
6(b) E = Pt or in any form words, symbols or numbers or (E =) Pt or 9000 × 1.0 or 9000 J seen C1
35 – 16 or 19 (°C) seen C1
m = E /(c∆T) or in any form words, symbols or numbers or (m =) E /(c∆T) or 9000 / (4200 × 19) C1
0.11 kg A1
6(c)(i) two different metal wiresjoined at one end and voltmeter or three metal wires and two different joined ABA and voltmeter B1
between free ends between free ends B1
6(c)(ii) any one from: B1

quick response / makes measurements fast
measures rapidly varying temperatures
electrical output
small heat capacity
robust / rugged

PUBLISHED
7(a) 7 / 7.6 / 8 / 10 marked towards top of y-axis and 1(.0) towards right of x-axis B1
a straight line of positive gradient from 0, 0 to point 1.0, 7.6 B1
7(b)(i) energy (transferred) per unit charge B1

energy (transferred) from chemical or energy (transferred) to electrical or energy (transferred) around / in a (complete) circuit B1
7(b)(ii) 1. I = V / R or in any form words, symbols or numbers or (I =) V / R or 12 / 7.6 C1

1.6 A A1
2. 4.2 V or 4.3 V B1
3. Q = It or in any form words, symbols or numbers or (Q =) It or 1.6 × 5.5 × 60 or 1.6 × 5.5 or 8.8 (C) C1
520 C or 530 C A1

PUBLISHED
8(a)(i) n = sin(i) / sin(r) in any form words, symbols or numbers or (n =) sin(i) / sin(r) or sin(53°) / sin(30°) C1
1.6 A1
8(a)(ii) path emerging into air along correct path (by eye) and labelled R B1
8(a)(iii) ratio / division of two identical quantities / speeds / sine functions / (pure) numbers B1
8(b)(i) path labelled V with two correct refractions and below path of red light in glass B1
8(b)(ii) larger frequency results in smaller speed (in glass) or r.a. (reverse argument) or inversely related / proportional. B1
any two from: B2

more refraction / closer to normal / larger refractive index for larger frequency or r.a.
violet light has larger frequency or o.r.a.
violet light has a smaller speed (in glass) or o.r.a.
violet light has larger refractive index or o.r.a.

PUBLISHED
9(a)(i) 8
3
(Li) B1
9(a)(ii) 4× B1
4× B1
electron B1
9(b)(i) radioactive emission / (background) radiation / decay is random B1
9(b)(ii) any one of: B1

rocks, buildings, soil, Earth,
space, cosmic rays, Sun,
radon, nuclear waste, weapons testing
9(b)(iii) 440 – 24 or 416 or 52 or 55 or 79 or 3 (half-lives) or 45 / 15 or 1 / 23 or 1 / 8 C1

1/23 or 1/8 or 52 or 55 or 79 C1
76 (counts) A1

PHYSICS 0625/51
* 2 6 7 6 4 3 3 2 5 0 *
This document gives details of how to prepare for and administer the practical exam.
The information in this document and the identity of any materials supplied by Cambridge International
are confidential and must NOT reach candidates either directly or indirectly.
The supervisor must complete the report at the end of this document and return it with the scripts.
If you have any queries regarding these confidential instructions, contact Cambridge International stating the
centre number, the syllabus and component number and the nature of the query.
phone +44 1223 553554
fax +44 1223 553558
DC (PQ/TP) 176075/2
2
General information about practical exams
Centres must follow the guidance on science practical exams given in the Cambridge Handbook.
Safety
Supervisors must follow national and local regulations relating to safety and first aid.
Only those procedures described in the question paper should be attempted.
Supervisors must inform candidates that materials and apparatus used in the exam should be treated
with caution. Suitable eye protection should be used where necessary.
Before the exam
● The packets containing the question papers must not be opened before the exam.
● It is assumed that standard school laboratory facilities, as indicated in the Guide to Planning
Practical Science, will be available.
● Spare materials and apparatus for the tasks set must be available for candidates, if required.
During the exam
● It must be made clear to candidates at the start of the exam that they may request spare
materials and apparatus for the tasks set.
● Where specified, the supervisor must perform the experiments and record the results as
instructed. This must be done out of sight of the candidates, using the same materials and
apparatus as the candidates.
● Any assistance provided to candidates must be recorded in the supervisor’s report.
● If any materials or apparatus need to be replaced, for example, in the event of breakage or
loss, this must be recorded in the supervisor’s report.
After the exam
● The supervisor must complete a report for each practical session held and each laboratory
used.
● Each packet of scripts returned to Cambridge International must contain the following items:
● the scripts of the candidates specified on the bar code label provided
● the supervisor’s results relevant to these candidates
● the supervisor’s reports relevant to these candidates
● seating plans for each practical session, referring to each candidate by candidate number
● the attendance register.
© UCLES 2019 0625/51/CI/O/N/19

3
Specific information for this practical exam

Question 1

(iii) Masses of 50 g, 80 g, 100 g, 120 g and 150 g labelled 0.5 N, 0.8 N, 1.0 N, 1.2 N and 1.5 N
respectively. See note 2.
Notes
1. If the metre rule has two scales in opposite directions, one scale must be taped over.
2. The triangular block can be made of any solid material that is durable enough to support the ruler
(i) and the masses in (iii). When placed on a surface with its apex pointing upward, the height of
the apex should be about 5–8 cm above the surface.
3. Any suitable masses that can rest on the metre rule can be used. Slotted masses taped together
are suitable.
Remove the masses from the rule.
Remove the rule from the pivot.

4
Question 2
(i) Power supply with an output potential difference (p.d.) of 1.5 V–3 V. Where candidates
are provided with a power supply with a variable output p.d., the p.d. must be set by the
Supervisor and fixed (e.g. taped). See note 2.
(ii) Three identical lamps in suitable holders. Any lamps will suffice, provided that they glow when
connected as shown in Fig. 2.1. See note 3.
(iv) Ammeter capable of reading up to 1.00 A with a resolution of at least 0.05 A. See note 4.
(vii) Spare lamps should be available.
Notes
power supply
L1
Fig. 2.1
3. The lamps must be labelled L1, L2 and L3. The lamps must have suitable terminals so that
candidates are able easily and quickly to rearrange the circuit. Spare lamps should be available.
Check that the circuit and all the lamps work. Switch off.
© UCLES 2019 0625/51/CI/O/N/19

5
Question 3
(i) Thermometer, –10 °C to 110°C, graduated in 1°C intervals.

(ii) 250 cm3 beaker.
(iii) 250 cm3 measuring cylinder.
(iv) Stopclock or stopwatch or wall-mounted clock showing seconds. Candidates will be required
to take readings at 60-second intervals. Candidates may use their own wristwatches. The
(v) Supply of hot water. See notes 1 and 2.
(vi) Supply of paper towels to mop up any spills of water.
Notes
2. Candidates should be warned of the dangers of burns or scalds when using hot water.
Empty the beaker and measuring cylinder.
Question 4

6
BLANK PAGE
© UCLES 2019 0625/51/CI/O/N/19

7
Supervisor’s report
Syllabus and component number /
Centre number
Centre name ............................................................................................................................................
Time of the practical session ...................................................................................................................
Laboratory name/number ........................................................................................................................
Give details of any difficulties experienced by the centre or by candidates (include the relevant
candidate names and candidate numbers).
You must include:
● any difficulties experienced by the centre in the preparation of materials

● any difficulties experienced by candidates, e.g. due to faulty materials or apparatus
● any specific assistance given to candidates.

8
Declaration
1 Each packet that I am returning to Cambridge International contains the following items:
the scripts of the candidates specified on the bar code label provided
the supervisor’s results relevant to these candidates
the supervisor’s reports relevant to these candidates
seating plans for each practical session, referring to each candidate by candidate number
the attendance register
2 Where the practical exam has taken place in more than one practical session, I have clearly
labelled the supervisor’s results, supervisor’s reports and seating plans with the time and
laboratory name/number for each practical session.
3 I have included details of difficulties relating to each practical session experienced by the centre
or by candidates.
4 I have reported any other adverse circumstances affecting candidates, e.g. illness, bereavement
or temporary injury, directly to Cambridge International on a special consideration form.
Signed ...................................................................................................... (supervisor)
Name (in block capitals) ...........................................................................
© UCLES 2019 0625/51/CI/O/N/19

* 0 4 8 5 2 8 9 8 8 7 *
PHYSICS 0625/51
1 hour 15 minutes
Write your centre number, candidate number and name in the spaces at the top of the page.

Total
DC (PQ/TP) 176076/2
2
50.0 cm mark a b 90.0 cm mark

0 cm mark P
metre rule
pivot bench
Fig. 1.1
(a) • Place the metre rule on the pivot. Place the load P, labelled 1.5 N, on the metre rule at
the 90.0 cm mark. Keep P at the 90.0 cm mark and adjust the position of the metre rule
on the pivot so that the metre rule is as near as possible to being balanced.
• In Table 1.1, record the distance a from the 50.0 cm mark to the pivot.
• In Table 1.1, record the distance b from the 90.0 cm mark to the pivot.
a
• Calculate . Record its value in Table 1.1.
b
• Repeat the procedure using the loads labelled 1.2 N, 1.0 N, 0.8 N and 0.5 N.
Table 1.1
Weight of a
a / cm b / cm
load P / N b
1.5
1.2
1.0
0.8
0.5
[3]
© UCLES 2019 0625/51/O/N/19

3
a
(b) Plot a graph of Weight of Load P / N (y-axis) against (x-axis). You do not need to begin your
b
axes at the origin, (0,0).
[4]
G = ........................................................ [2]
(d) The gradient G is numerically equal to the weight W of the metre rule.
Write down the value of W to an appropriate number of significant figures for this experiment.
Include the unit.
W = ........................................................ [2]
[Total: 11]

4
2 In this experiment, you will investigate the resistance of lamps.
power supply
L1
Fig. 2.1
(a) (i) Close the switch. Measure and record the potential difference (p.d.) V1 across the lamp
L1 and the current I1 in the circuit. Open the switch.
V1 = ..............................................................
I1 = ..............................................................
[2]
V1
(ii) Calculate the resistance R1 of the lamp L1 using the equation R1 = .
I1
R1 = ........................................................ [1]
© UCLES 2019 0625/51/O/N/19

5
Connect the lamp L2 in series with the lamp L1.
Connect the voltmeter across the two lamps L1 and L2. Close the switch.
• Measure and record the p.d. V2 across lamps L1 and L2 and the current I2 in the circuit.
Open the switch.
V2 = ..............................................................
I2 = ..............................................................
• Calculate the combined resistance R2 of lamps L1 and L2 connected in series, using the
V2
equation R2 = .
I2
R2 = ..............................................................
[1]
Connect the lamp L3 in series with lamps L1 and L2.
Connect the voltmeter across all three lamps. Close the switch.
• Measure and record the potential difference V3 across the three lamps and the current I3
in the circuit. Open the switch.
V3 = ..............................................................
I3 = ..............................................................
• Calculate the combined resistance R3 of lamps L1, L2 and L3 connected in series, using
V3
the equation R3 = .
I3
R3 = ..............................................................
[2]

6
(d) A student suggests that the resistance R3 of the three lamps connected in series should be
given by the equation R3 = 3 × R1.
State whether your results agree with this suggestion. Justify your answer by reference to
your results.
statement ..................................................................................................................................
justification .................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) Complete the circuit diagram in Fig. 2.2 to show:
• three lamps connected in parallel
• a voltmeter connected to measure the potential difference across the lamps
• a variable resistor connected to control the current in all three lamps.
power supply
Fig. 2.2
[3]
[Total: 11]
© UCLES 2019 0625/51/O/N/19

7
BLANK PAGE

8
(a) Use the thermometer to measure room temperature θR.
θR = ........................................................ [1]
(b) • Pour 200 cm3 of hot water into the beaker. Place the thermometer in the beaker.
• Measure the temperature θ of the hot water in the beaker and immediately start the
stopclock.
• Record this temperature in Table 3.1 at time t = 0.
• Continue recording the temperature θ of the water every 60 s until you have a total of six
sets of readings of time and temperature in Table 3.1.
• Complete the column headings in Table 3.1.
Table 3.1
t/ θ/
0
[2]
(c) • Calculate the decrease in temperature Δθ1 during the first 120 s.
Δθ1 = ..............................................................
• Calculate the decrease in temperature Δθ2 during the last 120 s.
Δθ2 = ..............................................................
[1]
© UCLES 2019 0625/51/O/N/19

9
(d) (i) Tick the box to show your conclusion from the results in (c).
T
he average rate of cooling is greater in the first 120 s than the average rate of
cooling in the last 120 s.
T
he average rate of cooling is less in the first 120 s than the average rate of

The average rate of cooling is the same in the first 120 s as in the last 120 s.
[1]
(ii) Justify your conclusion in (d)(i) by reference to the results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(e) Suggest two ways in which you could reduce the rate of loss of thermal energy from the
beaker in this type of experiment.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
[2]
(f) Draw a diagram of a measuring cylinder being used to determine the volume of water poured
into the measuring cylinder. Show clearly the water level and draw a straight line showing the
line of sight required to obtain an accurate reading of the volume of water.
[2]
[Total: 11]
10
4 A student investigates the time taken for metal balls to stop moving after being released on a
curved track. Fig. 4.1 shows the shape of the track. The track is flexible, so the shape of the curve
can be changed.
metal ball
Fig. 4.1
a selection of metal balls of different masses

the flexible track
clamps to hold the track
a stopwatch
a tape measure
a metre rule
laboratory.
Plan an experiment to investigate a factor that affects the time taken for metal balls to stop moving
after being released on a curved track. You are not required to carry out this investigation.
• describe how you would expect the balls to move
• explain how you would carry out the investigation
• state which variables you would keep constant and which variable you would change
You may add to the diagram in Fig. 4.1 if it helps your explanation.
© UCLES 2019 0625/51/O/N/19

11
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[7]
[Total: 7]
© UCLES 2019 0625/51/O/N/19

12
BLANK PAGE
© UCLES 2019 0625/51/O/N/19

PHYSICS 0625/51
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a) a values all < 30 cm 1
b values (40 – a) 1
a / b values correct 1
1(b) Graph:
Suitable scales 1
1(c) triangle method indicated on graph 1
triangle at least half of candidate’s distance between extreme plots 1
1(d) W = G value in (c) to 2 or 3 significant figures 1
Unit N 1

PUBLISHED
2(a)(i) V to at least 1 decimal place and < 3 V 1
I to at least 2 decimal places and < 1 A 1
2(a)(ii) R1 correct 1
2(b) V2, I2 and R2 present and I2 < I1 1
2(c) V3 and I3 present correct units V, A and Ω seen and not contradicted 1
R3 < 3R1 1
2(d) Statement matches results (Expect NO) 1
Justification matches statement 1
2(e) Lamps in parallel and correct symbol for lamp 1
One voltmeter, with correct symbol, in parallel with lamps 1
Variable resistor in correct position, with correct symbol 1

PUBLISHED
3(a) Sensible value for room temperature 1
3(b) Units s and °C; times 60, 120, 180, 240, 300 1
Temperatures decreasing, consistent whole numbers or consistent 1dp for temperatures 1
3(c) Correct calculations 1
3(d)(i) Correct box ticked to match readings 1
3(d)(ii) Justification to match (i), quoting figures 1
Reference to same time 1
3(e) Two from: 1

Insulate
Lid
Lower starting temperature
Higher room temperatura
Smaller volume of water
Smaller surface area
3(f) Clearly shown perpendicular line of sight 1
Clearly shown bottom of meniscus 1

PUBLISHED
4 MP1 1
How the ball will move:
Back and forth / like a pendulum
MP2 1
Release from a determined position, time until stops
MP3 1
Repeat with at least two more values of independent variable
MP4 1
Statement of variable to be changed
MP5 1
Statement of a variable to keep constant
MP6 1
Table with columns for chosen variable that is changed and time with correct units, s for time.
MP7 1
Compare chosen variable with time.
Or plot graph of chosen variable against time.

* 1 1 0 0 4 6 8 6 9 9 *
PHYSICS 0625/61
1 hour

DC (PQ/TP) 176070/2
2
1 A student determines the weight of a metre rule using a balancing method.
Fig. 1.1. shows the apparatus.
50.0 cm mark a b 90.0 cm mark

0 cm mark P
metre rule
pivot bench
Fig. 1.1
(a) • The student places the metre rule on the pivot.
• He places the load P, labelled 1.5 N, on the metre rule at the 90.0 cm mark.
• Keeping P at the 90.0 cm mark, he adjusts the position of the metre rule on the pivot so
that the metre rule is as near as possible to being balanced.
• In Table 1.1, he records the distance a from the 50.0 cm mark to the pivot.
(i) Calculate, and record in Table 1.1, the distance b between the centre of load P and the
pivot. [1]
a
(ii) Calculate . Record its value in Table 1.1. [1]
b
(b) The student repeats the procedure using loads of 1.2 N, 1.0 N, 0.8 N and 0.5 N. The readings
and results are shown in Table 1.1.
Table 1.1
Weight of a
a / cm b / cm
load, P / N b
1.5 23.1
1.2 21.2 18.8 1.13
1.0 18.9 21.1 0.900
0.8 16.8 23.2 0.724
0.5 12.5 27.5 0.455
© UCLES 2019 0625/61/O/N/19

3
a
Plot a graph of weight of load P / N (y-axis) against (x-axis). You do not need to begin your
b
axes at the origin, (0,0).
[4]
G = ........................................................ [2]
(d) The gradient G is numerically equal to the weight W of the metre rule. Write down the value of
W to an appropriate number of significant figures for this experiment. Include the unit.
W = ........................................................ [2]
(e) The student has assumed that the centre of mass of the metre rule is at the 50.0 cm mark.
Explain briefly how you would find as accurately as possible the position of the centre of
mass of the metre rule. No extra apparatus or materials are available.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
4
(f) Briefly state the main difficulty that you would have when carrying out this type of balancing
experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 12]
© UCLES 2019 0625/61/O/N/19

5
2 A student investigates the resistance of lamps.
She uses the circuit shown in Fig. 2.1.
power supply
L1
Fig. 2.1
(a) She records the potential difference V1 across the lamp L1 and the current I1 in the circuit.
The meters are shown in Fig. 2.2 and Fig. 2.3.
(i) Write down the meter readings.
5 6 7 0.4 0.6
3 4
2 8 0.2 0.8
1 9
0 10 0 1.0
A
V
Fig. 2.2 Fig. 2.3
V1 = ..............................................................
I1 = ..............................................................
[3]
V1
(ii) Calculate the resistance R1 of the lamp L1 using the equation R1 = .
I1
R1 = ........................................................ [1]

6
(b) The student connects a lamp L2 in series with lamp L1.
She records the potential difference V2 across lamps L1 and L2 and the current I2 in the
circuit.
2.4 V
V2 = ..............................................................
I2 = ..............................................................
0.21 A
Calculate the combined resistance R2 of lamps L1 and L2 connected in series, using the
V
equation R2 = 2.
I2
R2 = ..............................................................
[1]
(c) She connects a lamp L3 in series with lamps L1 and L2.
She records the potential difference V3 across the three lamps and the current I3 in the circuit.
She calculates the combined resistance R3.
2.4 V
V3 = ..............................................................
I3 = ..............................................................
0.17 A
14.1 Ω
R3 = ..............................................................
A student suggests that the resistance R3 of the three lamps connected in series should
be given by the equation R3 = 3 × R1. State whether the results agree with this suggestion.
Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2019 0625/61/O/N/19
7
(d) Complete the circuit diagram in Fig. 2.4 to show:
• the three lamps connected in parallel
• the voltmeter connected to measure the potential difference across the lamps
• a variable resistor connected to control the current in all three lamps.
power supply
Fig. 2.4
[3]
[Total: 10]

8
3 A student investigates the cooling of water.
(a) The thermometer in Fig. 3.1 shows room temperature θR at the beginning of the experiment.
Record θR.
–10 0 10 20 30 40 50 60 70 80 90 100 110

°C
Fig. 3.1
θR = ........................................................ [1]
(b) • The student pours 200 cm3 of hot water into a beaker. He places a thermometer in the
water.
• He measures the temperature θ of the hot water in the beaker.
• He immediately starts the stopclock and continues recording the temperature of the
water every 60 s. The temperature readings are shown in Table 3.1.
Table 3.1
t/ θ/
0 95
89
85
81
78
(i) Complete the time column in Table 3.1. [1]
(ii) Complete the column headings in Table 3.1. [1]
(c) • Calculate the decrease in temperature Δθ1 during the first 120 s.
Δθ1 = ..............................................................
• Calculate the decrease in temperature Δθ2 during the last 120 s.
Δθ2 = ..............................................................
[1]
© UCLES 2019 0625/61/O/N/19

9
(d) (i) Tick the box to show your conclusion from the results in (c).
T
he average rate of cooling is greater in the first 120 s than the average rate of
T
he average rate of cooling is less in the first 120 s than the average rate of

The average rate of cooling is the same in the first 120 s as the last 120 s.
[1]
(ii) Justify your conclusion in (d)(i) by reference to the results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(e) Suggest two ways in which the student could reduce the rate of loss of thermal energy from
the beaker in this type of experiment.
1 ...............................................................................................................................................
2 ...............................................................................................................................................
[2]
(f) Draw a diagram of a measuring cylinder being used to determine the volume of water. Show
clearly the water level and draw, with a ruler, a straight line showing the line of sight required
to obtain an accurate reading of the volume of water.
[2]
[Total: 11]

10
4 A student is investigating the time taken for metal balls to stop moving after being released on a
curved track. Fig. 4.1 shows the shape of the track. The track is flexible, so the shape of the curve
can be changed.
metal ball
Fig. 4.1
a selection of metal balls of different masses

the flexible track
clamps to hold the track
a stopwatch
a tape measure
a metre rule
laboratory.
Plan an experiment to investigate a factor that affects the time taken for metal balls to stop moving
after being released on a curved track.
• state how you would expect the balls to move
• explain how you would carry out the investigation
• state which variables you would keep constant and which variable you would change
© UCLES 2019 0625/61/O/N/19

11
You may add to the diagram in Fig. 4.1 if it helps your explanation.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
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© UCLES 2019 0625/61/O/N/19

12
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© UCLES 2019 0625/61/O/N/19

PHYSICS 0625/61
MARK SCHEME
Maximum Mark: 40
Published
Teachers.
components.

PUBLISHED
marking principles.
descriptors.

PUBLISHED

PUBLISHED
1(a)(i) b 16.9 1
1(a)(i) a / b 1.37 (ecf allowed) 1
1(b) Graph:
Suitable scales 1
1(c) triangle method indicated on graph 1
triangle at least half of candidate’s distance between extreme plots 1
1(d) Correct calculation, W = G 1
to 2 or 3 significant figures 1
1(e) Balance on pivot with no load – balance point is at c of m 1
1(f) Obtaining a stable balance 1

PUBLISHED
2(a)(i) V = 2.5 1
I = 0.3(0) 1
Both units correct 1
2(a)(ii) R1 8.33 (ecf allowed) 1
2(b) R2 11.4 with unit Ω 1
2(c) Statement matches results 1
Justification matches statement 1
2(d) Lamps in parallel and correct symbol for lamp 1
One voltmeter, with correct symbol, in parallel with lamps 1
Variable resistor in correct position, with correct symbol 1

PUBLISHED
3(a) 24 (°C) 1
3(b)(i) Times 60, 120, 180, 240, 300 1
3(b)(ii) Units s and °C 1
3(c) 10, 7 1
3(d)(i) Correct box ticked to match readings 1
3(d)(ii) Justification to match (i), quoting figures 1
Reference to same time 1
3(e) Two from: 2

Insulate
Lid
Lower starting temperature
Higher room temperature
Smaller volume of water
Smaller surface area
3(f) Clearly shown perpendicular line of sight 1
Clearly shown bottom of meniscus 1

PUBLISHED
4 MP1 1
How the ball will move:
Back and forth / like a pendulum
MP2 1
Release from a determined position, time until stops
MP3 1
Repeat with at least two more values of independent variable
MP4 1
Statement of variable to be changed
MP5 1
Statement of a variable to keep constant
MP6 1
Table with columns for chosen variable that is changed and time with correct units, s for time.
MP7 1
Compare chosen variable with time.
Or plot graph of chosen variable against time

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Syllabus

‘We think the Cambridge curriculum is superb preparation for university.’

1 Why choose this syllabus? ..................................................................................................... 2

2 Syllabus overview ....................................................................................................................4

3 Subject content .........................................................................................................................9

4 Details of the assessment ....................................................................................................27

6 What else you need to know .............................................................................................. 40

Changes to this syllabus

1 Why choose this syllabus?

Cambridge IGCSE Physics enables learners to:

Our approach encourages learners to be:

2 www.cambridgeinternational.org/igcse Back to contents page

Recognition and progression

Learn more at www.cambridgeinternational.org/recognition

Teaching resources Exam preparation resources

Back to contents page www.cambridgeinternational.org/igcse 3

The aims are to:

4 www.cambridgeinternational.org/igcse Back to contents page

Support for Cambridge IGCSE Physics

Back to contents page www.cambridgeinternational.org/igcse 5

Core candidates take: Extended candidates take:

Paper 1 45 minutes Paper 2 45 minutes

and Core candidates take: and Extended candidates take:

Paper 3 1 hour 15 minutes Paper 4 1 hour 15 minutes

All candidates take

Paper 5 1 hour 15 minutes Paper 6 1 hour

6 www.cambridgeinternational.org/igcse Back to contents page

Candidates should be able to demonstrate knowledge and understanding of:

AO2 Handling information and problem solving

AO3 Experimental skills and investigation

Candidates should be able to:

Back to contents page www.cambridgeinternational.org/igcse 7

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 50

AO2 Handling information and problem solving 30

AO3 Experimental skills and investigations 20

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Papers 1 Papers 3 Papers 5

AO1 Knowledge with understanding 63 63 0

AO2 Handling information and problem solving 37 37 0

AO3 Experimental skills and investigations 0 0 100

8 www.cambridgeinternational.org/igcse Back to contents page

Back to contents page www.cambridgeinternational.org/igcse 9

1.3 Mass and weight

10 www.cambridgeinternational.org/igcse Back to contents page

1.5.2 Turning effect

1.5.3 Conditions for equilibrium

1.5.4 Centre of mass

1.5.5 Scalars and vectors

Back to contents page www.cambridgeinternational.org/igcse 11

1.7 Energy, work and power

12 www.cambridgeinternational.org/igcse Back to contents page

1.7.2 Energy resources

Back to contents page www.cambridgeinternational.org/igcse 13

2.1.2 Molecular model

14 www.cambridgeinternational.org/igcse Back to contents page

2.1.4 Pressure changes

4.6.5 Force on a current-carrying conductor

5.2.2 Characteristics of the three kinds of emission