Cambridge IGCSE™

* 6 5 5 3 4 5 9 9 9 7 *

PHYSICS 0625/42
Paper 4 Theory (Extended) February/March 2020

1 hour 15 minutes

You must answer on the question paper.

No additional materials are needed.

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.
● Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 16 pages. Blank pages are indicated.

DC (JC/JG) 187443/4
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1 A rocket is launched vertically upwards from the ground. The rocket travels with uniform
acceleration from rest. After 8.0 s, the speed of the rocket is 120 m / s.

(a) Calculate the acceleration of the rocket.

acceleration = ........................................................ [2]

(b) (i) On Fig. 1.1, draw the graph for the motion of the rocket in the first 8.0 s.

200
speed
m/s

150

100

50

0
0 5 10 15 20 25
time / s

Fig. 1.1
[1]

(ii) Use the graph to determine the height of the rocket at 8.0 s.

height = ........................................................ [2]

(iii) From time = 8.0 s to time = 20.0 s, the rocket rises with increasing speed but with
decreasing acceleration.

From time = 20.0 s to time = 25.0 s, the rocket has a constant speed of less than 200 m / s.

On Fig. 1.1, draw the graph for this motion. [3]

[Total: 8]
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2 Fig. 2.1 shows an athlete crossing the finishing line in a race. As she crosses the finishing line, her
speed is 10.0 m / s. She slows down to a speed of 4.0 m / s.

Fig. 2.1

(a) The mass of the athlete is 71 kg. Calculate the impulse applied to her as she slows down.

impulse = ........................................................ [3]

(b) (i) Define impulse in terms of force and time.

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

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

(ii) The athlete takes 1.2 s to slow down from a speed of 10.0 m / s to a speed of 4.0 m / s.

Calculate the average resultant force applied to the athlete as she slows down.

force = ........................................................ [2]

(c) Calculate the force required to give a mass of 71 kg an acceleration of 6.4 m / s2.

force = ........................................................ [2]

[Total: 8]
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3 Fig. 3.1 shows a model of a wind turbine used to demonstrate the use of wind energy to generate
electricity. The wind is blowing towards the model, as shown.

turbine blades

circular area swept out

by turbine blades

wind

A
V

Fig. 3.1

(a) The mass of air passing through the circular area swept out by the turbine blades each
second is 7.5 kg. The kinetic energy of the air that passes through this circular area each
second is 240 J.

(i) Calculate the speed of the air.

speed = ........................................................ [3]

(ii) The kinetic energy of the air drives a generator. State the input power of the air passing
through the turbine blades.

input power = ........................................................ [1]

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(b) The output current of the generator is 2.0 A. The output potential difference (p.d.) of the
generator is 11 V.

(i) Calculate the output power of the generator.

output power = ........................................................ [2]

(ii) Calculate the efficiency of the wind turbine.

efficiency = .................................................... % [2]

(c) The density of air is 1.3 kg / m3.

Calculate the volume of air passing through the circular area swept out by the turbine blades
each second.

volume = ........................................................ [2]

[Total: 10]

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4 (a) Define the specific latent heat of fusion of a substance.

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

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

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

(b) Small pieces of ice at 0 °C are added to 0.35 kg of water. The initial temperature of the water is
24.5 °C. The temperature of the water decreases to 0 °C. The water loses 35 000 J of thermal
energy as it cools. All of the ice added to the water melts.

The specific latent heat of fusion of ice is 3.3 × 105 J / kg.

Calculate:

(i) the specific heat capacity of water

specific heat capacity = ........................................................ [2]

(ii) the mass of ice added to the water.

mass = ........................................................ [3]

[Total: 7]

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5 (a) Complete the sentences with words that describe the main process of thermal energy transfer
in each case.

A man goes for a walk on a cold day. He touches a metal gate, which removes thermal

energy from his hands by ................................. . He holds the sides of a cup containing a

hot drink. His hands gain thermal energy by ................................. . Some farm workers have

lit a fire. The man warms his hands by the side of the fire. His hands gain thermal energy by

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

(b) Describe in terms of particles the transfer of thermal energy through the metal of the gate
after transfer from the man’s hands.

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

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

(c) Fig. 5.1 shows a car on a sunny day in a hot country.

windscreen
object A

Fig. 5.1

The object labelled A is placed inside the windscreen. It is used by the owner of the car to
reduce the temperature rise of the air in the car.

Ring the most suitable material for the outer surface of object A. Explain your choice.

dull black dull white shiny black shiny white

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

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

[Total: 7]

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6 (a) Fig. 6.1 shows crests of a water wave moving from left to right in a harbour.

crest of wave

harbour wall

Fig. 6.1

(i) On Fig. 6.1, draw three more crests to the right of point A. [2]

(ii) State the name of the wave process that occurs as the wave passes point A.

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

(b) Fig. 6.2 shows the crests of another wave moving from left to right in a different part of the
harbour. This wave moves from deep water to shallow water.

deep water shallow water

crest of wave

Fig. 6.2

(i) On Fig. 6.2, draw an arrow to show the direction of movement of the wave after it has
passed into the shallow water. [1]

(ii) State the name of the process that occurs as the wave passes into the shallow water.

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

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(iii) Complete Table 6.1 to state whether each of the properties of the wave increases,
decreases or stays the same as the wave passes into the shallow water.

Table 6.1

property effect

wavelength

frequency

speed
[3]

[Total: 8]

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7 (a) Fig. 7.1 shows a converging lens and the image I formed when an object is placed to the left
of the lens. The principal focuses are labelled A and B and the centre of the lens is labelled C.

(i) On Fig. 7.1, draw two rays to locate the position of the object.
Draw the object and label it O.

lens

A C B
I

Fig. 7.1
[3]

(ii) Ring all of the following distances that are equal to the focal length of the lens.

AB AC CB 2AB
[2]

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(b) Fig. 7.2 shows green light passing through a triangular glass block.

Fig. 7.2

Red light enters the triangular glass block shown in Fig. 7.2 along the same path as the green
light.

(i) On Fig. 7.2, draw the path of the red light within the triangular glass block. [1]

Fig. 7.3 shows green light passing through a rectangular glass block.

Red light enters the rectangular glass block shown in Fig. 7.3 along the same path as the
green light.

Fig. 7.3

On Fig. 7.3:

(ii) draw the path of the red light within the rectangular glass block [1]

(iii) draw the path of the red light after leaving the rectangular glass block. [1]

[Total: 8]

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8 Fig. 8.1 shows a circuit.

12 V

A 3.0 Ω

2.0 Ω

6.0 Ω
X Y
2.0 m

Fig. 8.1

The lamp has a resistance of 3.0 Ω. Line XY represents a uniform resistance wire of resistance
6.0 Ω.

(a) Calculate the reading on the ammeter.

ammeter reading = ........................................................ [2]

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(b) Fig. 8.2 shows the circuit with a different connection to the resistance wire and an added
resistor. The length XY of the whole resistance wire is 2.0 m. The contact is made at Q where
the distance XQ is 0.60 m.

12 V

A 3.0 Ω

1.5 Ω 2.0 Ω

0.60 m

X Q Y
2.0 m

Fig. 8.2

Calculate the resistance of the circuit.

resistance = ........................................................ [4]

[Total: 6]

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9 (a) State the name of the logic gate with the symbol shown in Fig. 9.1.

Fig. 9.1

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

(b) State the name of the logic gate with the truth table shown in Table 9.1.

Table 9.1

input output

0 1

1 0

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

(c) Fig. 9.2 shows a digital circuit.

A C
E
B

Fig. 9.2

Complete the truth table in Table 9.2 for this circuit for all possible combinations of input.

Table 9.2

A B C D E

1 1

1 0

1 0

0 0
[4]

[Total: 6]

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10 (a) Fig. 10.1 is a simplified top view of a flat coil. There is an alternating current (a.c.) in the coil.

Fig. 10.1

Describe the magnetic effect of this alternating current.

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

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

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

(b) Fig. 10.2 shows a pan placed above the coil. The base of the pan is made of steel.

pan

coil

Fig. 10.2

State what quantity is induced in the base of the pan.

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

(c) The pan contains water.

State and explain the effect of the quantity induced in part (b) on the temperature of the water
in the pan.

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

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

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

[Total: 6]

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11 (a) The isotope hydrogen-1 has a proton number of 1 and a nucleon number of 1.

Two isotopes of helium are helium-3 and helium-4.

Helium-3 has a proton number of 2 and a nucleon number of 3.

Helium-4 has a nucleon number of 4.

Complete Table 11.1 for neutral atoms of these isotopes of helium.

Table 11.1

helium-3 helium-4

number of neutrons

number of electrons

mass compared to a neutral

atom of hydrogen-1
[3]

(b) An experiment takes place in a laboratory shielded from all background radiation. A sample
of radioactive material is wrapped in aluminium foil of thickness 0.1 mm. A detector of ionising
radiation placed 1 cm from the foil records a reading.

A piece of aluminium of thickness 5 mm is placed between the detector and the foil. The
detector reading drops to zero.

State and explain any type of radiation passing through the aluminium foil.

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

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

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

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

[Total: 6]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

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

© UCLES 2020 0625/42/F/M/20

Cambridge IGCSE™

PHYSICS 0625/42
Paper 4 Extended Theory March 2020
MARK SCHEME
Maximum Mark: 80

Published

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

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

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

Cambridge International is publishing the mark schemes for the March 2020 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 15 printed pages.

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0625/42 Cambridge IGCSE – Mark Scheme March 2020
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Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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

GENERIC MARKING PRINCIPLE 2:

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

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

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

GENERIC MARKING PRINCIPLE 4:

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

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GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

Science-Specific Marking Principles

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

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

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

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

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5 ‘List rule’ guidance (see examples below)

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

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

6 Calculation specific guidance

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

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

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

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

7 Guidance for chemical equations

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

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

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NOTES ABOUT MARK SCHEME SYMBOLS AND OTHER MATTERS

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 awarded.
However, an A mark following an M mark is a dependent mark and is only awarded if the M mark has been 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. However, if a word in brackets is replaced with another word that is clearly wrong then the mark should not be
awarded.

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.

eeoo. This means ‘each error or omission’.

owtte. This means ‘or words to that effect’.

Ignore This indicates that something which is not correct or irrelevant i.e. it is not a contradiction (CON) is to be disregarded and
does not incur a penalty.

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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.

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 in the mark scheme. Always annotate ecf if applied.

cao correct answer only

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. Annotate with SF from the toolbar. A second (or
further) sig. fig. error in a single question is not penalised; annotate with SF SF. It is normally acceptable to quote just 1 s.f.
for answers, which are exact to 1 s.f

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. Annotate with U.
For more than one unit error in a question, annotate UU to indicate an error which has not been penalised.
Unless listed here or stated in the mark scheme for the question, do not accept derived units e.g. kg m s–2 for N is NOT
acceptable. The following are acceptable alternatives: N m for J, J s–1 or N ms–1 for W, N m–2 for Pa, N s and kg m s–1 are both
acceptable for both momentum and impulse.
Beware: J NOT acceptable for moments.
Condone wrong use of upper and lower case symbols, e.g. pA for Pa.

Arithmetic errors If the only error in arriving at a final answer is clearly an arithmetic one, then the mark awarded will be one mark lower than
the maximum mark.
Regard a power-of-ten error as an arithmetic error unless otherwise specified in the mark scheme. Annotate with POT. Do not
penalise the same POT error more than once. Annotate POT POT. However if the power-of-ten error is due to the wrong
omission or inclusion of g (= 10 N / kg) this rule does not apply.
The use of a wrong SI prefix in the final answer is counted as a power-of-ten error rather than a unit error.

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Transcription errors If the only error in arriving at a final answer is because previously calculated data has clearly been misread, but used
correctly, then for that part question the mark will be one less than the maximum mark.

Fractions Allow these only where specified in the mark scheme; they are a form of sig. fig. error; annotate with SF. Consequently, when
a sig. fig. error and a fraction is used in the same question, the second answer may still be awarded full marks.

Crossed out 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. Look to see if it has been replaced on a blank page or another part of the same page.

Use of NR (# or / key on the keyboard). Use this if the answer space for a question is completely blank or contains no readable words,
figures or symbols.

RM Assessor 3
Please note that 0625 papers are now marked using RM assessor3. Videos and documents are available by using the Help icon in the top right
hand corner when logged in or from the RM support site. Familiarisation mode is also available on RM Assessor 3.
The tool bar is now located on the left of the screen and you drag items used frequently to the right hand side of the tool bar. Note – the tool bar
won’t be visible until you have scripts to mark rather than just browse.

RM Assessor3 annotations:
annotation suggested use annotation suggested use

tick mark awarded (note the ticks are wavy line (horizontal or used to highlight a particular point
added up next to the tick annotation, vertical)
check the total you enter agrees)

cross no mark awarded CON contradiction

SEEN indicates page seen

BOD benefit of doubt given NAQ not answered question

NBOD no benefit of doubt given PD poor diagram

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annotation suggested use annotation suggested use

on page comment gives a text box to write comment – SF error in number of significant figures
much easier to use than in the significant figure error not penalized.
previous version of RM assessor SFSF

POT power-of-ten error

POT POT POT penalty not applied as already
applied

ECF error carried forward TV too vague

^ omission mark I ignore

? unclear

U unit penalty applied SC special case

UU unit penalty not applied because
already applied earlier in same
question

Guidance on the expression: words, symbols or numbers

Accept numbers if, in the context of the question, that number can reasonably be a value for the quantity in the equation / formula.
Accept alternative symbols that can reasonably represent the quantity in the equation but not if there is confusion with another quantity that is
represented by that symbol in the syllabus e.g. Q is often acceptable for thermal energy but not if, as has happened, if there is confusion with
charge.

Linking pages to other questions RM Assessor3

It is not unusual for candidates to write all or parts of answers to question outside the normal marking zone for that question. It is absolutely vital
that such work is marked. Examiners need to follow up cases where candidates reach the end of the answer zone in the middle of a sentence or
cross out all the work that fills the answer zone, or use an asterisk or arrowed line or otherwise to suggest that an answer is completed or replaced
elsewhere on the paper.

If all the extra work is clearly visible in the next marking zone there is no need to link it.

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In all other cases where there is extra work that cannot be seen in the normal marking zone, examiners will need to use full screen mode to find
the page which needs linking to a particular question and click ‘link to question’. The page is then automatically linked to that question and will
appear below the zone for that question when marked.

Blank Pages and Blank AOs

There are no blank pages.
Annotate with ‘seen’ from toolbar that you have seen any blank Additional Objects.

Annotation
To increase marking transparency, reduce the number of enquiries about results and assist team leaders, the following is mandatory:
• For all questions with two or more marks, examiners should tick to indicate where each credit is awarded.
• For questions with one mark, examiners do not need to annotate the script to indicate that credit is awarded.
• Any text annotation or annotation in a comment box should never contain –1 or allow a possible misinterpretation that negative marking was
applied.
Normally place the ticks close to where the mark is scored.

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Question Answer Marks

1(a) (a=)∆v / ∆t in any form OR (a=)∆v / ∆t OR (a)=120 / 8 C1

(a) = 15 m / s2 A1

1(b)(i) straight line from (0,0) to (8,120) B1

1(b)(ii) (h = A =) ½ × 120 × 8 C1

(h=) 480 m A1

1(b)(iii) rising curve from 8 s to 20 s B1

decreasing gradient from 8 s to 20 s B1

horizontal from 20 s to 25 s AND below 200 m / s, AND above 120 m / s B1

Question Answer Marks

2(a) (impulse =) change of momentum C1

(impulse =) 71(10 – 4) C1

(impulse =) 430 N s A1

2(b)(i) (impulse =) force × time B1

2(b)(ii) (av F =) impulse / time (= 430 / 1.2) C1

(av F =) 360 N A1

2(c) F= ma in any form OR (F =) ma OR 71 × 6.4 C1

(F=) 450 N A1

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Question Answer Marks

3(a)(i) KE = ½ mv2 in any form OR v2 = 2 × KE / m C1

OR 240 = ½ × 7.5 v2

v2 = 2 × 240 / 7.5 OR (v=) √{2 × 240 / 7.5 } C1

OR (v=) √{2KE / m }

= 8.0 m / s A1

3(a)(ii) 240 W B1

3(b)(i) P = VI in any form OR 11 × 2 C1

22 W A1

3(b)(ii) (efficiency =) Po / Pi OR (efficiency =) Po / Pi C1

OR (efficiency =) (11 × 2 / 240) × 100

{efficiency = (11 × 2 / 240) × 100 =} 9.2 (%) A1

3(c) ρ = m / V in any form OR (V =) m / ρ C1

OR (V = )7.5 / 1.3

(V = 7.5 / 1.3 =) 5.8 m3 A1

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Question Answer Marks

4(a) (thermal) energy to change state o.w.t.t.e. M1

to melt (solid) per kg / unit mass NOT per °C A1

4(b)(i) E = mc(∆)T in any form OR (c =) E / m(∆)T C1

OR (c =) 35 000 / (0.35 × 24.5)

(c =) 4 100 J / (kg °C) A1

4(b)(ii) use of 35 000 B1

E = ml in any form OR (m =) E / l C1
OR 35000 / 3.3 × 105

(m =) 0.11 kg A1

Question Answer Marks

5(a) conduction B1

conduction B1

radiation B1

5(b) electrons move B1

lattice / molecular / particle vibration or w.t.t.e. B1

OR free / delocalised electrons

5(c) shiny white M1

best reflector A1

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6(a)(i) 3 straight crests, to the right of A parallel to incident crests AND same λ by eye B1

curving round correct way below A B1

6(a)(ii) diffraction B1

6(b)(i) correct arrow perpendicular to wave fronts B1

6(b)(ii) refraction B1

6(b)(iii) wavelength – decreases B1

frequency – stays same B1

speed of wave – decreases B1

Question Answer Marks

7(a)(i) one correct ray B1

second correct ray B1

rays intersect above axis to left of A AND object drawn from axis to intersection B1

7(a)(ii) AC B1

CB B1

7(b)(i) ray in prism refracted down less than green ray B1

7(b)(ii) ray in rectangular block refracted down less than green ray B1

7(b)(iii) ray leaving rectangular block parallel to incident ray B1

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Question Answer Marks

8(a) {Rs = R1 + R2 + R3 in any form OR (Rs )= R1 + R2 + R3 OR (Rs ) = 3 + 2 + 6 (Ω) OR (Rs ) = 11 (Ω)} C1

AND {V= IR in any form OR (I=)V / R OR
(I=) 12 / 11 (A)}

(I=) 1.1 A A1

8(b) uses resistance of wire proportional to length OR (resistance XQ =) 6 Ω 0.6 / 2.0 (Ω) OR 1.8 (Ω) B1

1 / Rp = 1 / R1 + 1 / R2 OR (Rp=) R1R2 / (R1 + R2) C1

1 / Rp = 1 / 1.5 + 1 / (6 × 0.6 / 2) C1
OR (Rp=) 1.5 × (6 × 0.6 / 2) / (1.5 + 6 × 0.6 / 2)
OR (Rp= 1.5 × 1.8 / {1.5 + 1.8}) = 0.82 (Ω)

(R = 3 + 2 + 0.82 =) 5.8 Ω A1

Question Answer Marks

9(a) NAND B1

9(b) NOT B1

9(c) AB 1st row 11 AND 4th row 00 B1

AB 2nd and 3rd row 01 AND 10 in any order B1

E 1st two rows 0 1 B1

E last two rows 1 1 B1

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Question Answer Marks

10(a) magnetic field (produced) B1

(magnetic field / magnetic flux / magnetic effect / magnetism) (it) alternates / changes direction / reverses B1

10(b) e.m.f. / p.d. / voltage B1

10(c) (temperature) increased B1

current in base of pan o.w.t.t.e. B1

thermal energy (produced in base of pan) B1

Question Answer Marks

11(a) neutrons 1 2 B1

electrons 2 2 B1

mass 3 4 OR 2 more 3 more B1

11(b) β B1

β – (would be) stopped by 5 mm / thick Al B1

α – (would be) stopped by 0.1 mm Al / Al foil B1

AND γ – (would) not (be) stopped by 5 mm / thick Al

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Question Answer Marks

10(a) magnetic field (produced) B1

(magnetic field / magnetic flux / magnetic effect / magnetism) (it) alternates / changes direction / reverses B1

10(b) e.m.f. / p.d. / voltage B1

10(c) (temperature) increased B1

current in base of pan o.w.t.t.e. B1

thermal energy (produced in base of pan) B1

Question Answer Marks

11(a) neutrons 1 2 B1

electrons 2 2 B1

mass 3 4 OR 2 more 3 more B1

11(b) β B1

β – (would be) stopped by 5 mm / thick Al B1

α – (would be) stopped by 0.1 mm Al / Al foil B1

AND γ – (would) not (be) stopped by 5 mm / thick Al

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