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The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Cambridge International Examinations Cambridge International General Certificate of Secondary Education
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2018
45 minutes
Additional Materials: Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB recommended)
READ THESE INSTRUCTIONS FIRST Write in soft pencil. Do not use staples, paper clips, 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).
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.
What is the density of the liquid?
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?
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.
d
2f
screenlensbeam of light
Which diagram shows the size of the spot of light seen on the screen?
A B C D
2ddd2
24 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: Ultraviolet waves are used for intruder alarms.
Cambridge International Examinations Cambridge International General Certificate of Secondary Education
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2018
45 minutes
Additional Materials: Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB recommended)
READ THESE INSTRUCTIONS FIRST Write in soft pencil. Do not use staples, paper clips, 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).
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.
wave
direction
shallow water
deep water
boundary
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.
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 the force larger 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.
PHYSICS 0625/31Paper 3 Theory (Core) October/November 2018 1 hour 15 minutesCandidates answer on the Question Paper.No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use an HB pencil for any diagrams or graphs.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.
Answer all questions.Electronic calculators may be used.You may lose marks if you do not show your working or if you do not use appropriate units.Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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This document consists of 15 printed pages and 1 blank page.
PHYSICS 0625/41Paper 4 Theory (Extended) October/November 2018 1 hour 15 minutesCandidates answer on the Question Paper.No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use an HB pencil for any diagrams or graphs.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.
Answer all questions.Electronic calculators may be used.You may lose marks if you do not show your working or if you do not use appropriate units.Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
(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
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.
(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.
air
direction oftravel of
wavefronts
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.
(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.
(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.
material count rate 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.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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This document consists of 12 printed pages and 4 blank pages.
PHYSICS 0625/51Paper 5 Practical Test October/November 2018 1 hour 15 minutesCandidates answer on the Question Paper.Additional Materials: As listed in the Confidential Instructions.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces at the top of the page.Write in dark blue or black pen.You may use an HB pencil for any diagrams or graphs.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.
Answer all questions.You are advised to spend about 20 minutes on each of questions 1 to 3, and 15 minutes on question 4.Electronic calculators may be used.You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
For Examiner’s Use
1
2
3
4
Total
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
(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
clamp holding spring
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]
(iii) Calculate the spring constant k using the equation .kT
m0 0402= , where m = 0.300 kg.
k = ............................................... N / mm [1]
(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 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, 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]
(iii) Calculate the refractive index n using the equation .n ab0 50
= .
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]
(ii) Calculate the refractive index n using the equation .n ab0 71
= .
n = ...........................................................[1]
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
• explain briefly how you would carry out the investigation
• state the key variables that you would control
• draw a table with column headings, to show how you would display your readings (you are not required to enter any readings in the table)
• explain how you would use your results to reach a conclusion.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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*2551796082*
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 13 printed pages and 3 blank pages.
PHYSICS 0625/61Paper 6 Alternative to Practical October/November 2018 1 hourCandidates answer on the Question Paper.No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use an HB pencil for any diagrams or graphs.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.
Answer all questions.Electronic calculators may be used.You may lose marks if you do not show your working or if you do not use appropriate units.
At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
(i) Calculate the extension e of the spring using the equation e = l – l0.
e = ................................................. mm [1]
(ii) Calculate a value for the spring constant k using the equation k = Fe , where F = 3.0 N.
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.
00:03. 46
min sec sec
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 = 0.040 mT 2 , where m = 0.300 kg.
k = ............................................ N / mm [1]
2 A student is determining the resistance of a piece of wire.
Fig. 2.1 shows the circuit she uses.
A
V
power supply
slidingcontact C
l
wire
P
Fig. 2.1
(a) Record the current I in the circuit, as shown on the ammeter in Fig. 2.2.
I = ........................................................ [1]
A
0.60.8
1.0
0.40.2
0
V
34
5
21
0
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]
• 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 images of P1 and P2 appear one behind the other.
He places two pins P3 and P4 between his eye and the block so that P3, P4 and the images of P1 and P2 seen through the block, appear one behind the other.
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]
(iv) Calculate the refractive index n using the equation n = 0.5ba .
n = ........................................................ [1]
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.
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
• explain briefly how you would carry out the investigation
• state the key variables that you would control
• draw a table with column headings, to show how you would display your readings (you are not required to enter any readings in the table)
• explain how you would use your results to reach a conclusion.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
PHYSICS 0625/11 Paper 1 Multiple Choice October/November 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. 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 October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
PHYSICS 0625/21 Paper 2 Multiple Core October/November 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. 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 October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
PHYSICS 0625/31 Paper 3 Core Theory October/November 2018
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 October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
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.
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.
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. 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. 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.
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. Fractions 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 Use this if the answer space for a question is completely blank or contains no readable words, figures or symbols.
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: atoms (at the surface) gain KE fastest molecules / molecules with most energy (are able to) escape from surface
B2
Question Answer Marks
5(a) (gravitational) potential energy B1
5(b) Any 3 from: 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
6(c) (one end of both rods) placed in same (type of) heat source 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
B3
Question Answer Marks
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: Checking bags or people or packages For hidden objects shadow / image on screen / monitor
B2
7(b)(ii) Transmission (of X-rays) through less dense materials owtte OR absorption (of X-rays) by dense materials
10(a)(ii) Any five from: 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)
B4
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
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) In a step-up transformer there are more turns on secondary / output coil (than on primary / input coil)
B2
11(c) less energy / power wasted (in cables ) / more efficient (transmission) B1
And any one from: (because) smaller current (in transmission cables) (and so) smaller heating effect (in transmission cables) (and so) thinner cables can be used (which are cheaper)
12(b) Any three from: (nucleus has) same number protons or same atomic / proton number same charge different mass different nucleon number different number of neutrons
B3
12(c) idea of 3 half-lives Or 8.0 → 4.0 → 2.0 → 1.0 C1
5700 × 3 C1
17 100 (years) A1
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
PHYSICS 0625/41 Paper 4 Extended Theory October/November 2018
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 October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
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.
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.
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. 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. 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.
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. Fractions 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 Use this if the answer space for a question is completely blank or contains no readable words, figures or symbols.
3(a) Energy cannot be created or destroyed OR energy can only be transferred from one form to another OR total energy remains constant
B1
3(b)(i) Chemical (energy) to kinetic (energy) AND / OR potential (energy) B1
Any one of: Kinetic (energy) to potential (energy) OR gravitational (energy) Potential (energy) OR gravitational (energy) to kinetic (energy) Kinetic (energy) to thermal (energy) OR heat (energy)
B1
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 OR (mv – mu) / t OR F = ma AND a = (v – u) / t OR 48 / 0.60
5(a)(ii) Any two of: 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
6(a) Any three from: Temperature (of liquid / water) Surface area (of liquid / water) Draught / wind / movement of air (over surface) Temperature of surroundings Humidity (of surrounding air)
B3
6(b) Any two from: 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
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
PHYSICS 0625/51 Paper 5 Practical October/November 2018
MARK SCHEME
Maximum Mark: 40
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 October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
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.
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.
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: Same starting temperature Same finishing temperature Same temperature difference Same room temperature Same volume / mass / amount of water
1
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
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
PHYSICS 0625/61 Paper 6 Alternative to Practical October/November 2018
MARK SCHEME
Maximum Mark: 40
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 October/November 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.
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.
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.
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: 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
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: Same starting temperature Same finishing temperature Same temperature difference Same room temperature Same volume / mass / amount of water
1
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