Head of the Department / Subject Coordinator Head of Shikhar SUBJECT: Work Specification: Materials / Resources Required: Business Studies 0450 Textbook Instructions / Guideline: GENERAL INSTRUCTIONS Any Other Information: Preferably attempt the papers in pencil. Date of submission: 11 June 2020 PROJECT WORK’ 2020: Class 10 IG BUSINESS STUDIES [0450] 6 Hours Time to be Spent (One and half Hours per day for 4 Days): Past papers for both components, IGCSE - Business Studies 0450 The students are expected to take printout of papers The students should aim to solve papers while keeping the time limit into account and avoid all possible distractions while attempting them. The student should strictly avoid copying the answers from the books/ marking schme for their own benefit and well- being. WORK TO BE DONE They are expected to take a print of all the papers given, get them spiral-bind and solve them in the space provided in the question paper itself. They should try to write in the spaces provided and avoid taking extra sheet.
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Head of the Department / Subject Coordinator Head of Shikhar
SUBJECT:
Work Specification:
Materials / Resources Required:
Business Studies 0450 Textbook
Instructions / Guideline:
GENERAL INSTRUCTIONS
Any Other Information: Preferably attempt the papers in pencil. Date of submission: 11 June 2020
PROJECT WORK’ 2020: Class 10 IG
BUSINESS STUDIES [0450]
6 Hours
Time to be Spent (One and half Hours per day for 4 Days):
Past papers for both components, IGCSE - Business Studies 0450
The students are expected to take printout of papers The students should aim to solve papers while keeping the time limit into account and avoid all possible distractions while attempting them. The student should strictly avoid copying the answers from the books/ marking schme for their own benefit and well- being.
WORK TO BE DONE They are expected to take a print of all the papers given, get them spiral-bind and solve them in the space provided in the question paper itself. They should try to write in the spaces provided and avoid taking extra sheet.
1 CP produces bread and cakes. It specialises in high quality dark chocolate cake for birthdays. There
is a little division of labour are used. A cake is sold for $40 using bought in ingredients costing $18.
The owner wants to increase added value and thinks the best way to do this is to buy in a cheaper
ingredient for cakes his business produces.
(a) What is meant by ‘division of labour’?[
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(b) Calculate the value added of each dark chocolate cake
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(c) Identify and explain two factors of production that CP needs
Factor 1: ............................................................................................................................
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Explanation: ......................................................................................................................
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Factor 2: ............................................................................................................................
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Explanation: ......................................................................................................................
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(d) identify and explain one benefit and one drawback of CP of specialising in only dark chocolate
cakes
Benefit: .............................................................................................................................
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Explanation: ......................................................................................................................
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Drawback: ........................................................................................................................
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Explanation: .......................................................................................................................
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(e) Owner thinks that the best way for CP to increase added value is to buy in cheaper ingredients do you agree with him. Justify your answer
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2 T set up a sole trader business called ‘service at your door’ SAYD 15 years ago it was a service provider for daily needs like electrician, gardener, plumber etc. T is an independent person and
the business has grown rapidly it is now a private limited company which owns 38 service outlets across country. T is still a major shareholder and control most decisions. She wants to open Service outlet of SAYD another country in partnership with the local service provider called ‘services for you’ SFY.
(a) What is meant by ‘partnership’? ……..............................................................................................................................................
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(b) Identify two features of private limited company Feature 1: .................................................................................................................................
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Feature 2: .................................................................................................................................
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(c) identify four advantages to T of initially setting up her business as a sole trader
Advantage 1: .............................................................................................................................
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Advantage 2: ..............................................................................................................................
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Advantage 3: .............................................................................................................................
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Advantage 4: ..............................................................................................................................
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(d) Identify and explain two advantages to SAYD of forming a partnership with SFY
Advantage 1: .............................................................................................................................
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Explanation: ..............................................................................................................................
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Explanation: ..............................................................................................................................
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(e) Do you think the owner of SAYD should convert the business into a public limited company justify your answer ...................................................................................................................................................
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3 T Company operates mine in various countries. It has a clear organizational structure with several
level of hierarchy. J is a chief executive officer. He does not delegate much authority to subordinate staff. During current financial year company faced many accidents. Mr. J is concerned about safety measure. Workers did not receive any pay increase this year. Company purchased new machine for mine this year. These machines were not operational in few mines because of its big size. Worker knew this would be a problem, but they were not asked for their opinion before order was placed for machine.
(a) What is meant by the term ‘level of hierarchy’?
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(b) State two benefits to R of having a clear organizational structure.
Benefit 1: ..................................................................................................................................
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Benefit 2: ................................................................................................................................... ...............................................................................................................................................[2]
( c) Identify and explain two reason why R workers might want to join a trade union
Reason 1: …...............................................................................................................................
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Explanation: ..............................................................................................................................
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Reason 2: …................................................................................................................................
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Explanation: ..............................................................................................................................
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d) Identify and explain two management roles that J has in R
Role 1: ..................................................................................................................................
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Explanation: ..............................................................................................................................
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Role 2: ........................................................................................................................................
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(e) Will you recommend J to adopt a democratic leadership style? Justify your answer
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4 RMC produces high quality bicycle. They are made using job production which is being bused since
long. Each bicycle is made by team of three full time skilled workers and a team leader. There are such ten teams. Employees are well motivated. RMC also has human resource manager, a
marketing manager and an accounts manager. Due to retirement, a vacancy of team leader now exists.
(a) What is meant by ‘well motivated?
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(b) What is meant by ‘full time’?
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(c) Identify and explain two responsibilities of the HR manager at RMC Responsibility 1: ...........................................................................................................................
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Explanation: ..............................................................................................................................
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Explanation: ..............................................................................................................................
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(d) Identify and explain two benefits to RMC from training its employees.
Benefit 1: ..................................................................................................................................
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Explanation: ..............................................................................................................................
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Benefit 2: ..................................................................................................................................
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Explanation: ..............................................................................................................................
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(e) Would you recommend RMC to recruit externally for the new team leader? Justify your answer
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2
Excel Furniture Private limited (EF)
EF a private limited company manufactures Furniture. The Furniture is sold through four small shops that EF owns in country X. The business is a private limited company. Mr. John is the CEO
The business has been trading successfully for 20 years. However, over the last two years EF's sales have fallen. Finance Manager of EF thinks this is caused by the recession and believes things will improve in the coming years. John feels that his workers are lacking in efficiency and are demotivated. He is willing to appoint a supervisor (who will directly report to general manager) for them and willing to conduct training as well. EF is following principles of Maslow Need Hierarchy theory for motivating employees.
Appendix 1
3
Appendix 2
Appendix 3
From: [email protected]
Date: 5 August 2019
Dear John
It was wonderful meeting you last week. I hope you found the meeting useful. I am writing to confirm main
points of our discussion.
1. You need to set the training goals for employees.
2. You should produce a plan for non-monetary rewards and make their job more enriched.
3. You should consider changing your business into a public limited company.
Yours sincerely T. N. Bravo
4
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[Turn over
1 (a) Workers of EF are demotivated. Identify and explain four principle of Maslow’s
Hierarchy of Needs as followed by EF
Principle 1: ........................................................................................................................
Explanation: .....................................................................................................................
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Principle 2: .........................................................................................................................
Explanation: .....................................................................................................................
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Principle 3: ......................................................................................................................... Explanation: .....................................................................................................................
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Principle 4: ........................................................................................................................... Explanation: .....................................................................................................................
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[Turn over
(b) Consider the advantages and disadvantages of the following three options that EF
could use to motivate employees. Which option do you think EF should choose?
Job Rotation: .................................................................................................................
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Job Enrichmnet:...................................................................................................................
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Job Enlargement: ...............................................................................................................
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Conclusion: .......................................................................................................................
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[Turn over
2 (a) Consider Appendix 1 and identify and explain organisational structure followed by EF.
Give its three advantages and disadvantages of it.
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[Turn over
(b) State the advantages and disadvantages of each of the following three leadership style
EF could follow. Recommend which style you think should be chosen. Justify your answer.
Autocratic: .......................................................................................................................
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Democratic:........................................................................................................................
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Laissez-Faire: …………………………........................................................................................
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Recommendation: ............................................................................................................
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[Turn over
3 (a) Consider letter by T.N. Bravo in appendix 3 and explain three advantages and
disadvantages of converting business into public limited company
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Method 2: .........................................................................................................................
Explanation: .....................................................................................................................
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(b) John has decided to train employees. Explain three methods of training he should consider. Which method do you think is the most appropriate? Justify your answer.
Method 1: ...........................................................................................................................
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Method 2: ...........................................................................................................................
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Method 3: ...........................................................................................................................
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Conclusion: ......................................................................................................................
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[Turn over
4 (a) Identify and explain two communication methods as shown in Appendix 2 could EF.
Method 1: ..........................................................................................................................
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Explanation: .....................................................................................................................
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Method 2: ..........................................................................................................................
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Explanation: .....................................................................................................................
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(b) Consider the advantages and disadvantages of the following three methods of communication
EF could use to inform suppliers about requirement of raw material. Which method you think EF should use? Justify your answer.
Meeting: .............................................................................................................................. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Email: ..............................................................................................................................
.......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Telephone: .......................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... Recommendation: ............................................................................................................
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2
1 Rosa is a successful entrepreneur. Her business makes beauty products that she creates including
hand and face creams. She employs 5 production workers and Rosa enjoys being in control of
everything else including design and marketing. Rosa uses social networks for promoting the
business. She said: ‘Increasing added value is important. I am expecting revenue to increase by
300% in 2018. At this rate of growth, I will need a bigger factory. I would like to have customers in
other countries so I hope there are no import quotas!’ Rosa has to decide whether to continue to
expand the business or keep it small.
(a) What is meant by ‘import quota’?
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(b) Rosa’s revenue was $5000 in 2017. Calculate her expected increase in revenue in 2018.
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(c) Identify and explain two ways Rosa could increase added value.
Way 1:................................................................................................................................
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Way 2:................................................................................................................................
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3
(d) Identify and explain one advantage and one disadvantage to Rosa’s business of using social
networks for promotion.
Advantage:........................................................................................................................
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Explanation:.......................................................................................................................
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Disadvantage:....................................................................................................................
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Explanation:.......................................................................................................................
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(e) Do you think Rosa should continue to expand her business? Justify your answer.
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4
2 ASZ is a public limited company. It makes a range of garden tools such as digging forks and
wheelbarrows using production methods which have not changed for many years. ASZ sells all of
its products to a wholesaler. The Marketing Director is considering changing the channel of
distribution by selling products directly to retailers. The Operations Director has prepared some
revenue and cost data to help make decisions (see Table 1). ASZ is planning to introduce new
technology which will change production methods.
(a) What is meant by ‘public limited company’? ...........................................................................................................................................
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(b) Calculate the values for X and Y.
X : .......................................................................................................................................
Y : ....................................................................................................................................... [2]
(c) Identify and explain two ways in which ASZ could use cost data to help make decisions.
Way 1:................................................................................................................................
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Explanation:.......................................................................................................................
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Way 2:................................................................................................................................
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(d) Identify and explain two ways in which new technology could change production methods at
ASZ.
Way 1:................................................................................................................................
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Explanation:.......................................................................................................................
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Way 2:................................................................................................................................
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Explanation:.......................................................................................................................
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(e) Do you think ASZ should change its channel of distribution? Justify your answer.
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3 AUC is a bank. Its organisational structure has a tall hierarchy and long chain of command. Most
of its customers are small businesses in the tertiary sector. Last year AUC made a loss of $60m.
The new Managing Director has to improve employee motivation as well as reduce costs. 20% of
its 19 000 employees will be made redundant. She said: ‘Maintaining customer loyalty is important.
We will need to inform our customers that 500 of our 2000 retail bank branches will be closed.’
(a) What is meant by ‘chain of command’?
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(b) Identify two examples of business activity in the tertiary sector.
Example 1:.........................................................................................................................
Example 2:......................................................................................................................... [2]
(c) Identify and explain two reasons why maintaining customer loyalty is important to AUC.
Reason 1:..........................................................................................................................
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Reason 2:..........................................................................................................................
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(d) Identify and explain two factors that AUC should consider when deciding which employees to
make redundant.
Factor 1:............................................................................................................................
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Explanation:.......................................................................................................................
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Factor 2:............................................................................................................................
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Explanation:.......................................................................................................................
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(e) Explain two methods of communication that AUC could use to inform customers about
the planned closures. Recommend which one AUC should use. Justify your answer.
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4 CLG owns six airports in country L. The directors want to expand its main airport by building another
runway for aircraft to take off and land. It will cost $300m.The Managing Director said: ‘CLG could
offer 50 extra flights a day. There are environmental pressures including the loss of green spaces
and extra pollution. There will be external benefits as well. We will have to carry out the cost
benefit analysis. I hope the Government allows the new runway to be built.’ Interest rates
increased in 2017.
(a) What is meant by ‘shareholder’?
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(b) Define cost-benefit analysis.
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(c) Identify and explain two ways increased interest rates could affect CLG.
Way 1:................................................................................................................................
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Way 2:................................................................................................................................
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(d) Identify and explain two ways CLG can expand its main airport.
Way 1:..............................................................................................................................
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Explanation:.......................................................................................................................
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Way 2:..............................................................................................................................
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Explanation:.......................................................................................................................
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(e) Considering the external costs and external benefits, do you think the Government
should allow CLG to build the new runway? Justify your answer.
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10
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0450/22/Insert /Business Studies
Yum Yum Food
Three years ago Shahila started a food stall called Yum Yum Food. She is a sole trader. The stall sells hot food and is located in the centre of the capital city. This area has a lot of customers from local workers and shoppers, as well as tourists. The business has many competitors in the area, but Shahila has still made
a good profit each year.
Shahila works many hours each day. She has three employees to help her serve customers and prepare food. Shahila only buys high quality food ingredients, which are currently purchased from a nearby wholesaler.
She wants to expand the business and has the following two options.
Option 1 Start up another food stall near the main football stadium. There is one football match each week when many thousands of supporters come to the stadium. Forecasted customers are 500 per week and each is forecast to spend an average of $2.
Option 2 Open a café (restaurant) in the city centre. Forecasted customers per week are 800 and each is forecast to spend an average of $5.
Appendix1
0450/22/Insert /Business Studies
Appendix 2
Appendix 3
Daily News October 2018
The football stadium in the capital city is to be used for other events. The football club has agreed to rent out the stadium to be used for concerts and other sporting events. This should make better use of the
stadium which is currently only used for one football match each week.
It is predicted that the stadium will be used for an extra two or three events each week, even when the football season has finished.
0450/22/Insert /Business Studies
QUESTIONS
Q1 a. Identify and explain two possible reasons why Shahila wants to expand her business.
Q1 b. If the business expands, Shahila will need to buy more food ingredients. Consider the advantages and
disadvantages of buying from a wholesaler or buying directly from local farmers. Recommend which option
she should choose. Justify your answer
Q2 a. Identify and explain two benefits to Shahila of keeping a short chain of command as the business
expands.
Q2 b. Shahila plans to promote her food stall. Consider the advantages and disadvantages of the following
three methods of promotion. Recommend which one she should choose. Justify your choice.
Q3 a. If Shahila chooses Option 2, then she will have to decide on the café opening hours. Identify and explain
four factors which will affect the opening hours she chooses.
Q3 b. Shahila will need to employ more workers if the business expands. Consider the advantages and
disadvantages of the following methods of payment. Recommend which method she should choose. Justify
your answer.
Q4 a. Identify and explain two channels of distribution other than the one in the case study.
Q4 b. The following three factors affect the success of Yum Yum Food. For each of the factors explain how
sales are affected. Which factor do you think is likely to affect sales the most? Justify your answer.
[Turn over
1 (a) Identify and explain two possible reasons why Shahila wants to expand her business.
Reason 1: ........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Reason 2: ........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [8]
[Turn over
(b) If the business expands, Shahila will need to buy more food ingredients. Consider the
advantages and disadvantages of buying from a wholesaler or buying directly from local farmers. Recommend which option she should choose. Justify your answer.
Wholesaler: ......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Local farmers: ..................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Recommendation: ............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.................................................................................................................................... [12]
[Turn over
2 (a) Identify and explain two benefits to Shahila of keeping a short chain of command as the
business expands.
Benefit 1: ..........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Benefit 2: ..........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [8]
2 (a) Identify and explain two reasons why Shahila wants good quality food products to be served from her stall.
Reason 1: ........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Reason 2: ........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
[Turn over
(b) Shahila plans to promote her food stall. Consider the advantages and disadvantages of
the following three methods of promotion. Recommend which one she should choose. Justify your choice.
Competitions with prizes for customers: ..........................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Giving out discount vouchers: ..........................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Posters in local hotels: .....................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Recommendation: ............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.................................................................................................................................... [12]
[Turn over
3 (a) If Shahila chooses Option 2, then she will have to decide on the café opening hours. Identify and explain four factors which will affect the opening hours she chooses.
Factor 1: ...........................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Factor 2: ...........................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Factor 3: ...........................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Factor 4: ...........................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [8]
[Turn over
(b) Shahila will need to employ more workers if the business expands. Consider
the advantages and disadvantages of the following methods of payment. Recommend
which method she should choose. Justify your answer.
Wage per hour: ................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Sharing profits with the employees: .................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Payment for each customer served: ................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Recommendation: ............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
........................................................................................................................................[12]
[Turn over
4 (a) Identify and explain two channels of distribution other than the one in the case study.
Channel 1: ........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Channel 2: ........................................................................................................................
..........................................................................................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [8]
(b) The following three factors affect the success of Yum Yum Food. For each of the factors
explain how sales are affected. Which factor do you think is likely to affect sales the most? Justify your answer.
Unemployment increasing in the capital city: ...................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Meat prices increasing: ....................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Government increases taxes: ..........................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Factor affecting sales the most: .......................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.................................................................................................................................... [12]
BLANK PAGE
Head of the Department / Subject Coordinator Head of Shikhar
HOLIDAY HOMEWORK: Class 10 IGSummer Vacation, 2020
SUBJECT : ENGLISH LITERATURE
Time to be Spent(2Hours per day for ___20 Days) :
Work Specification :
Research work on Shakespeare’s play: Romeo and Juliet.
Use the internet and edit material on,
1.The main characters
2. Themes of the play
Materials Required : Internet, paper,pen
Instructions /Guidelines :
Use the internet and download the required material.
Any other Information: Make sure that you do not copy work from your friends
Date of Submission: 01/6/2020.
Head of the Department / Subject Coordinator Head of Shikhar
HOLIDAY HOMEWORK: Class 10 IGSummer Vacation, 2020
SUBJECT: MATHEMATICS (0580)
Time to be Spent(Hours per day for ___ Days):
1/2 hour daily
WorkSpecification:
Specimen papers 2 & 4 for the years 2020
June 2018 Question paper 2
June 2018 Question paper 4
MaterialsRequired: Textbook & calculator
Instructions /Guidelines:
Students are to revise & prepare well for the coming Examinations.
After preparation, students should take print outs of the question papersmentioned below and do these against given time.
(students may not attempt the questions on chapters that are yet to be taught)
https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-mathematics-0580/past-papers/
2020 specimen paper 2
2020 specimen paper 4
2018 June paper 2
2018 June paper 4
Any other Information:
Date of Submission:22/June/2020
Head of the Department / Subject Coordinator Head of ShikharThis home-work sheet consists of 1 printed page/s. Page 1 of 1
HOLIDAY HOMEWORK : Class 10 - IGSummer Vacation, 2020
SUBJECT : BIOLOGY
WorkSpecification : Worksheets and past papers
Instructions /Guidelines :
The homework assigned needs to be done after taking printouts of thesame /completed in soft copy if printout cannot be takenI 5 Worksheets given on topics:
1. Osmosis2. Eye3. Drugs4. Plant nutrition5. Circulatory system
II Solve the Past papers ( Biology IGCSE- June 2017 series-22,42 and 62 )mentioned below according to thetopics covered till now.
All the related calculations to be shown on the same pageonly.
Drawing of diagrams should be done with pencil whereever required
Handwritten or typed answer will be accepted. Originality of the answer will be awarded with extra
credit. The question will be followed by the answer.
i.e the questions for the individual answers to beattached.
For descriptive and ATP answers should be written in thespace provide by the qp.
For MCQ the correct options should be underlined.
Any other Information:Date of Submission: 11/6/2020
© Cambridge University Press 2014 IGCSE® Biology Worksheet 9.3 1
Worksheet 9.3Blood, tissue fluid and lymphHere are five multiple-choice questions. However, instead of answering them, you have to writethe questions. In each case, the correct answer is underlined.
1 ......................................................................................................................................................
......................................................................................................................................................
A blood plasma
B tissue fluid
C lymph
D water
2 ......................................................................................................................................................
......................................................................................................................................................
A blood plasma
B tissue fluid
C lymph
D platelets
3 ......................................................................................................................................................
......................................................................................................................................................
A blood capillary
B lymphatic vessel
C lymph node
D vein
© Cambridge University Press 2014 IGCSE® Biology Worksheet 9.3 2
4 ......................................................................................................................................................
......................................................................................................................................................
A oxygen
B large protein molecules
C glucose
D water
5 ......................................................................................................................................................
......................................................................................................................................................
A diffusion
B osmosis
C active transport
D mass flow
© Cambridge University Press 2014 IGCSE® Biology Worksheet 15.1 1
Worksheet 15.1Cigarette smokingComplete the chart to show the effects of the different components of cigarette smoke onthe body.
Component Effects on the body
nicotine
tar
carbon monoxide
particulates
© Cambridge University Press 2014 IGCSE® Biology Worksheet 15.1 2
© Cambridge University Press 2014 IGCSE® Biology Worksheet 13.4 1
Worksheet 13.4Focusing1 This diagram shows an eye that is focused on a nearby object.
Complete the paths of the light rays, showing how they are brought to a focus on theretina. You must use a ruler for your drawing, and take great care to show exactlywhere the light rays are bent. They should bend at the cornea, and again at the lens.
2 This diagram shows an eye that is focused on a distant object.
Complete the paths of the light rays, as for the first diagram.
© Cambridge University Press 2014 IGCSE® Biology Worksheet 13.4 2
3 Describe the difference in the lens between the first and the second diagram.
…………………………………………………………………………………………...
…………………………………………………………………………………………...
4 Explain how changes in shape of the lens help the eye to focus on objects at differentdistances from the eye.
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
© Cambridge University Press 2014 IGCSE® Biology Worksheet 6.1 1
Worksheet 6.1The photosynthesis equation1 This is the overall chemical equation for photosynthesis. Write the name of each substance
underneath its formula in the equation.
6CO2 6H2O C6H12O6 6O2
....................... ..................... ..................... .......................
2 Look at the formula for a molecule of glucose. Write down the names of the three elementsthat it contains.
C .......................................
H .......................................
O .......................................
3 The small number that follows each symbol in the formula tells you how many atoms of thatelement there are.
a How many atoms of carbon are there in one molecule of glucose? .............................
b How many atoms of hydrogen are there in one molecule of glucose? ........................
c How many atoms of oxygen are there in one molecule of glucose? ...........................
4 The large number in front of a formula in the equation tells you how many molecules areinvolved in the reaction.
a How many molecules of carbon dioxide are involved in this reaction? ......................
b How many atoms of carbon are there in all of this carbon dioxide? ...........................
© Cambridge University Press 2014 IGCSE® Biology Worksheet 6.1 2
c What can you say about the number of atoms of carbon on the two sides ofthe equation?
................................................................................................................................................
d Is this true for all the other kinds of atoms as well? Explain your answer.
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
Head of the Department / Subject Coordinator Head of ShikharThis home-work sheet consists of 1 printed page/s. Page 1 of 1
HOLIDAY HOMEWORK : Class 10 - IGSummer Vacation, 2020
SUBJECT : CHEMISTRY
WorkSpecification :
To solve 2016 CIE paper- Extended, MCQ and ATP
Instructions /Guidelines :
First Revise the Chapters and then solve it.
Do not attempt Questions which are out of the syllabus at this stage.
Solve as per the syallbus done so far including syllabus of9th and half 8th.
All the related calculations to be show on the same pageonly.
Drawing of diagrams should be done with pencil. For descriptive and ATP answers should be written in the
space provide in the qp. Check your paper as per the marking scheme
Any other Information:Date of Submission: 11-06-2020
Head of the Department / Subject Coordinator Head of Shikhar This home-work sheet consists of 1 printed page/s. Page 1 of 1
HOLIDAY HOMEWORK : Class 10 - IG Summer Vacation, 2019
SUBJECT :
CHEMISTRY
Work Specification :
To solve 2015 CIE paper- Extended and ATP
Instructions / Guidelines :
First Revise the Chapters and then solve it.
Do not attempt Questions which are out of the syllabus at this stage.
All the related calculations to be show on the same page only.
Drawing of diagrams should be done with pencil. For descriptive and ATP answers should be written in the
space provide in the qp. Check your paper as per the marking scheme
Any other Information: Date of Submission: 18-06-19
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 fl uid.DO NOT WRITE IN ANY BARCODES.
Answer all questions.Electronic calculators may be used.A copy of the Periodic Table is printed on page 12.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.
CHEMISTRY 0620/31
Paper 3 (Extended) May/June 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Cambridge International ExaminationsCambridge International General Certifi cate of Secondary Education
This document consists of 12 printed pages.
[Turn overIB15 06_0620_31/FP© UCLES 2015
*1045436086*
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certifi cate.
2
0620/31/M/J/15© UCLES 2015
1 (a) Coal is a solid fossil fuel.
Name two other fossil fuels.
.............................................................................................................................................. [2]
(b) Two of the elements present in a sample of coal are carbon and sulfur.
A sample of coal was heated in the absence of air and the products included water, ammonia and hydrocarbons.
Name three other elements present in this sample of coal.
.............................................................................................................................................. [2]
(c) Sulfur, present in coal, is one major cause of acid rain. Sulfur burns to form sulfur dioxide which reacts with rain water to form sulfuric acid.
(i) Describe how the high temperatures in vehicle engines are another cause of acid rain.
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [3]
(ii) Give two harmful effects of acid rain.
.............................................................................................................................................
....................................................................................................................................... [2]
(d) In 2010, a large coal-burning power station in the UK was converted to burn both coal and wood.
Explain why the combustion of wood rather than coal can reduce the effect of the emissions from this power station on the level of carbon dioxide in the atmosphere.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 12]
3
0620/31/M/J/15© UCLES 2015 [Turn over
2 Iron from the Blast Furnace is impure. It contains about 5% of impurities, mainly carbon, sulfur, silicon and phosphorus, which have to be removed when this iron is converted into steel.
(a) Explain how the addition of oxygen and calcium oxide removes these impurities. Include an equation for a reaction of oxygen and a word equation for a reaction of calcium oxide in this process.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................[5]
(b) Mild steel is the most common form of steel. Mild steel contains a maximum of 0.3% of carbon.
High carbon steel contains 2% of carbon. It is less malleable and much harder than mild steel.
(i) Give a use of mild steel.
....................................................................................................................................... [1]
(ii) Suggest a use of high carbon steel.
....................................................................................................................................... [1]
(iii) Explain why metals are malleable.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [3]
(iv) Suggest an explanation why high carbon steel is less malleable and harder than mild steel.
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [2]
[Total: 12]
4
0620/31/M/J/15© UCLES 2015
3 (a) The reactions between metals and acids are redox reactions.
Zn + 2H+ → Zn2+ + H2
(i) Which change in the above reaction is oxidation, Zn to Zn2+ or 2H+ to H2? Give a reason for your choice.
.............................................................................................................................................
....................................................................................................................................... [2]
(ii) Which reactant in the above reaction is the oxidising agent? Give a reason for your choice.
.............................................................................................................................................
....................................................................................................................................... [2]
(b) The rate of reaction between a metal and an acid can be investigated using the apparatus shown below.
hydrochloric acid
gas syringe
20 40 60 80 100
zinc foil
A piece of zinc foil was added to 50 cm3 of hydrochloric acid, of concentration 2.0 mol / dm3. The acid was in excess. The hydrogen evolved was collected in the gas syringe and its volume measured every minute. The results were plotted and labelled as graph 1.
volume
time00
graph 2 (with copper)
graph 1
The experiment was repeated to show that the reaction between zinc metal and hydrochloric acid is catalysed by copper. A small volume of aqueous copper(II) chloride was added to the acid before the zinc was added. The results of this experiment were plotted on the same grid and labelled as graph 2.
5
0620/31/M/J/15© UCLES 2015 [Turn over
(i) Explain why the reaction mixture in the second experiment contains copper metal. Include an equation in your explanation.
.............................................................................................................................................
....................................................................................................................................... [2]
(ii) Explain how graph 2 shows that copper catalyses the reaction.
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [3]
(c) If the fi rst experiment was repeated using ethanoic acid, CH3COOH, instead of hydrochloric acid, how and why would the graph be different from graph 1?
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
.............................................................................................................................................. [4]
(d) Calculate the maximum mass of zinc which will react with 50 cm3 of hydrochloric acid, of concentration 2.0 mol / dm3.
Zn + 2HCl → ZnCl 2 + H2
Show your working.
[3]
[Total: 16]
6
0620/31/M/J/15© UCLES 2015
4 The alcohols form a homologous series.
(a) (i) Give three characteristics which all members of a homologous series share.
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [3]
(ii) Give the name of the third member of this series.
name ......................................... [1]
(iii) Deduce the molecular formula of the alcohol whose Mr = 158. Show your working.
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [2]
(b) Explain why the following two alcohols are isomers.
CH3
CH3
CH3
OH OHC CH3 CH2 CH2 CH2
....................................................................................................................................................
.............................................................................................................................................. [2]
7
0620/31/M/J/15© UCLES 2015 [Turn over
(c) This question is based on typical reactions of butan-1-ol.
(i) When butan-1-ol, CH3–CH2–CH2–CH2–OH, is passed over the catalyst silicon(IV) oxide, water is lost.
Deduce the name and the structural formula of the organic product in this reaction.
name .........................................
structural formula
[2]
(ii) Suggest the name of the ester formed from butanol and ethanoic acid.
....................................................................................................................................... [1]
(iii) Butan-1-ol is oxidised by acidifi ed potassium manganate(VII).
Deduce the name and the structural formula of the organic product in this reaction.
name .........................................
structural formula
[2]
[Total: 13]
8
0620/31/M/J/15© UCLES 2015
5 The halogens are a group of non-metals in Group VII of the Periodic Table.
(a) The reactivity of the halogens decreases down the group.
Describe an experiment which shows that chlorine is more reactive than iodine. Include an equation in your answer.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
.............................................................................................................................................. [3]
(b) The halogens form interhalogen compounds. These are compounds which contain two different halogens.
Deduce the formula of the compound which has the composition 0.013 moles of iodine atoms and 0.065 moles of fl uorine atoms.
....................................................................................................................................................
.............................................................................................................................................. [2]
(c) Iodine reacts with chlorine to form a dark brown liquid, iodine monochloride.
chlorinesupplied
crystalsof iodine
I2(s) + Cl 2(g) → 2ICl (l) dark brown
When more chlorine is added and the tube is sealed, a reversible reaction occurs and the reaction comes to equilibrium.
ICl (l) + Cl 2(g) ICl 3(s) dark brown yellow
(i) Give another example of a reversible reaction.
....................................................................................................................................... [1]
(ii) Explain the term equilibrium.
.............................................................................................................................................
....................................................................................................................................... [2]
9
0620/31/M/J/15© UCLES 2015 [Turn over
(d) Chlorine is removed from the tube and a new equilibrium is formed.
Explain why there is less of the yellow solid and more dark brown liquid in the new equilibrium mixture.
....................................................................................................................................................
....................................................................................................................................................
.............................................................................................................................................. [2]
(e) A sealed tube containing the equilibrium mixture is placed in ice-cold water. There is an increase in the amount of yellow solid in the equilibrium mixture.
What can you deduce about the forward reaction in this equilibrium?
ICl (l) + Cl 2(g) ICl 3(s)
Explain your deduction.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 13]
10
0620/31/M/J/15© UCLES 2015
6 Acid-base reactions are examples of proton transfer.
(a) Ethylamine is a weak base and sodium hydroxide is a strong base.
(i) In terms of proton transfer, explain what is meant by the term weak base.
.............................................................................................................................................
....................................................................................................................................... [2]
(ii) Given aqueous solutions of both bases, describe how you could show that sodium hydroxide is the stronger base. How could you ensure a ‘fair’ comparison between the two solutions?
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [3]
(b) Ethylamine reacts with acids to form salts.
CH3CH2NH2 + HCl → CH3CH2NH3Cl ethylammonium chloride
(i) Complete the equation for the reaction between sulfuric acid and ethylamine. Name the salt formed.
......CH3CH2NH2 + ............ → .........................
name of salt ............................................................................................. [3]
(ii) Amines and their salts have similar chemical properties to ammonia and ammonium salts.
Suggest a reagent that could be used to displace the weak base, ethylamine, from its salt ethylammonium chloride.
....................................................................................................................................... [1]
11
0620/31/M/J/15© UCLES 2015 [Turn over
(c) Gases diffuse, which means that they move to occupy the total available volume.
(i) Explain, using kinetic particle theory, why gases diffuse.
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [2]
(ii) When the colourless gases hydrogen bromide and ethylamine come into contact, a white solid is formed.
CH3CH2NH2(g) + HBr(g) → CH3CH2NH3Br(s) white solid
The following apparatus can be used to compare the rates of diffusion of the two gases ethylamine and hydrogen bromide.
gives offCH3CH2NH2(g)
gives offHBr(g)
cotton wool soaked inethylamine(aq)
cotton wool soaked inconc. hydrobromic acid
A B C
Predict at which position, A, B or C, the white solid will form. Explain your choice.
.............................................................................................................................................
.............................................................................................................................................
....................................................................................................................................... [3]
[Total: 14]
12
0620/31/M/J/15© UCLES 2015
Gro
up
140
Ce
Cer
ium
58
141
PrP
rase
odym
ium
59
144
Nd
Neo
dym
ium
60
PmP
rom
ethi
um61
150
SmS
amar
ium
62
152
EuE
urop
ium
63
157
Gd
Gad
olin
ium
64
159
Tb Terb
ium
65
162
Dy
Dys
pros
ium
66
165
Ho
Hol
miu
m67
167
Er Erb
ium
68
169
Tm Thul
ium
69
173
YbY
tterb
ium
70
175
LuLu
tetiu
m71
232
Th Thor
ium
90
PaP
rota
ctin
ium
91
238 U
Ura
nium
92
Np
Nep
tuni
um93
PuP
luto
nium
94
Am
Am
eric
ium
95
Cm
Cur
ium
96
Bk
Ber
keliu
m97
Cf
Cal
iforn
ium
98
EsE
inst
eini
um99
Fm Ferm
ium
100
Md
Men
dele
vium
101
No
Nob
eliu
m10
2
LrLa
wre
nciu
m10
3
1 HH
ydro
gen
1
7 LiLi
thiu
m3
23 Na
Sod
ium
11
24 Mg
Mag
nesi
um12
40 Ca
Cal
cium
20
45 ScS
cand
ium
21
48 TiTi
tani
um22
51 VVa
nadi
um23
52 Cr
Chr
omiu
m24
55 Mn
Man
gane
se25
56 Fe Iron
26
59 Co
Cob
alt
27
59 Ni
Nic
kel
28
64 Cu
Cop
per
29
65 Zn Zinc
30
70 Ga
Gal
lium
31
27 Al
Alu
min
ium
13
11 B Bor
on5
12 CC
arbo
n6
14 NN
itrog
en7
16 OO
xyge
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19 FFl
uorin
e9
28 Si Sili
con
14
31 PP
hosp
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s15
32 S Sul
fur
16
35.5 Cl
Chl
orin
e17
40 Ar
Arg
on18
20 Ne
Neo
n10
4 He
Hel
ium
2
73 Ge
Ger
man
ium
32
75 As
Ars
enic
33
79 SeS
elen
ium
34
80 Br
Bro
min
e35
84 Kr
Kry
pton
36
39 KP
otas
sium
19
88 SrS
tront
ium
38
89 YY
ttriu
m39
91 ZrZi
rcon
ium
40
93 Nb
Nio
bium
41
96 Mo
Mol
ybde
num
42
TcTe
chne
tium
43
101
Ru
Rut
heni
um44
103
Rh
Rho
dium
45
106
PdP
alla
dium
46
108
Ag
Silv
er47
112
Cd
Cad
miu
m48
115
In Indi
um49
119
Sn Tin
50
122
SbA
ntim
ony
51
128
TeTe
lluriu
m52
127 I
Iodi
ne53
131
Xe Xen
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137
Ba
Bar
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56
139
LaLa
ntha
num
57
*
178
Hf
Haf
nium
72
181
TaTa
ntal
um73
184 W
Tung
sten
74
186
Re
Rhe
nium
75
190
Os
Osm
ium
76
192
Ir Iridi
um77
195 Pt
Pla
tinum
78
197
Au
Gol
d79
201
Hg
Mer
cury
80
204 Tl
Thal
lium
81
207
Pb Lead
82
209 Bi
Bis
mut
h83
PoP
olon
ium
84
At
Ast
atin
e85
Rn
Rad
on86
FrFr
anci
um87
227
Ac
Act
iniu
m89
9 Be
Ber
ylliu
m4
III
IIIIV
VV
IV
II0
85 Rb
Rub
idiu
m37
133
Cs
Cae
sium
55
226
Ra
Rad
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88
The
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ents
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.
This document consists of 12 printed pages.
[Turn overIB15 06_0620_61/2RP© UCLES 2015
*0526300462*
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 fl uid.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.
CHEMISTRY 0620/61
Paper 6 Alternative to Practical May/June 2015
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Cambridge International ExaminationsCambridge International General Certifi cate of Secondary Education
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certifi cate.
2
0620/61/M/J/15© UCLES 2015
1 Ethanol was reacted with hot acidifi ed potassium manganate(VII) solution using the apparatus below. Ethanoic acid was formed.
electricheater
ethanol +acidified potassiummanganate(VII)
condenser
(a) (i) Complete the box to identify the piece of apparatus labelled. [1]
(ii) Label the arrows. [1]
(b) (i) Suggest and explain why an electric heater is used to heat this reaction instead of a Bunsen burner.
.............................................................................................................................................
....................................................................................................................................... [2]
(ii) Suggest why a condenser is necessary.
....................................................................................................................................... [1]
(c) Complete the table to show the difference in smell between ethanol and ethanoic acid.
smell
ethanol
ethanoic acid
[2]
[Total: 7]
3
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2 Electricity was passed through molten lead(II) bromide using the apparatus shown.
molten lead(II) bromide
electrodes
light bulb
The formation of a brown gas was observed at the positive electrode.
(a) Give one other expected observation.
.............................................................................................................................................. [1]
(b) (i) Name a non-metal that could be used for the electrodes.
....................................................................................................................................... [1]
(ii) Suggest why iron is not used for the electrodes.
....................................................................................................................................... [1]
(c) (i) Name the brown gas formed.
....................................................................................................................................... [1]
(ii) Suggest the result of testing this gas with damp blue litmus paper.
....................................................................................................................................... [1]
(d) Name the product formed at the negative electrode.
.............................................................................................................................................. [1]
(e) State one safety precaution that should be used when carrying out this experiment.
.............................................................................................................................................. [1]
[Total: 7]
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3 A mixture of coloured dyes, M, was separated by chromatography. The dyes were insoluble in water.
The chromatogram below shows the result of separating the mixture and the chromatography of three known dyes 1, 2 and 3.
1 2
known dyes
3 M
(a) On the diagram, label the base line (origin). [1]
(b) Name a solvent that could be used in this separation.
.............................................................................................................................................. [1]
(c) How many dyes were there in the mixture, M?
.............................................................................................................................................. [1]
(d) What conclusions can you draw about the identity of the dyes in the mixture, M?
....................................................................................................................................................
....................................................................................................................................................
.............................................................................................................................................. [3]
(e) How could the reliability of the results be checked?
.............................................................................................................................................. [1]
[Total: 7]
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4 A student investigated the reaction of aqueous sodium hydroxide with aqueous solutions of two different acids, A and B.
Two experiments were carried out.
(a) Experiment 1
Using a measuring cylinder, 50 cm3 of aqueous sodium hydroxide solution was poured into a polystyrene cup. The initial temperature of the solution was measured.
A burette was fi lled with the solution of acid A to the 0.0 cm3 mark. 5.0 cm3 of acid A was added to the aqueous sodium hydroxide in the cup and the mixture
stirred. The temperature of the solution was measured. A further 5.0 cm3 of acid A was added to the
cup and the mixture stirred. The temperature of the mixture was measured. Further 5.0 cm3 portions of acid A were added to the cup until a total volume of 40.0 cm3 of acid
had been added. After each addition, the mixture was stirred and the temperature measured.
6
0620/61/M/J/15© UCLES 2015
Use the thermometer diagrams in the table to record the temperatures.
0.0
30
25
20
30
25
20
35
30
25
35
30
25
35
30
25
40
35
30
40
35
30
40
35
30
40
35
30
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
thermometerdiagram
volume of acid Aadded / cm3
temperature of solutionin polystyrene cup / °C
[3]
7
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The burette was emptied and rinsed with distilled water, and then with acid B. This acid was discarded. The burette was then fi lled up to the 0.0 cm3 mark with acid B.
(b) Experiment 2
Experiment 1 was repeated using acid B instead of acid A. Use the thermometer diagrams in the table to record the temperatures.
0.0
30
25
20
40
35
30
45
40
35
45
40
35
40
35
30
40
35
30
40
35
30
40
35
30
40
35
30
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
thermometerdiagram
volume of acid Badded / cm3
temperature of solutionin polystyrene cup / °C
[3]
8
0620/61/M/J/15© UCLES 2015
(c) Plot the results for Experiments 1 and 2 on the grid and draw a smooth line graph for each experiment.
Clearly label your graphs.
0 10 20
volume of acid added / cm3
30 40
50
40
30
20
tem
pera
ture
of s
olut
ion
/ °C
[5]
(d) Use your graph to estimate the temperature of the reaction mixture when 8.0 cm3 of acid B were added to 50 cm3 of aqueous sodium hydroxide.
Show clearly on the grid how you worked out your answer.
.............................................................................................................................................. [2]
(e) What type of chemical reaction, other than neutralisation, occurred when acid A reacted with sodium hydroxide?
.............................................................................................................................................. [1]
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(f) Why was the burette rinsed fi rstly with distilled water and then with acid B before starting Experiment 2?
....................................................................................................................................................
.............................................................................................................................................. [2]
(g) The solutions of acids A and B are the same concentration.
(i) In which experiment was the maximum temperature change greater?
....................................................................................................................................... [1]
(ii) Suggest why the maximum temperature change was greater in this experiment.
.............................................................................................................................................
....................................................................................................................................... [1]
(h) Describe one source of error in Experiment 2. Suggest one improvement to reduce this source of error.
source of error ...........................................................................................................................
improvement ..............................................................................................................................[2]
[Total: 20]
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5 Solid C was analysed. Solid C was a mixture of salts containing aluminium ions, sulfate ions and another cation (positive ion).
Tests on solid C, and some of the observations, are in the table. Complete the observations in the table.
tests observations
tests on solid C
(a) Appearance of solid C. white solid
(b) A little of solid C was heated gently and then strongly.
The gas given off was tested with damp pH indicator paper.
condensation was formed at the top of the test-tube
pungent gas, pH = 10
tests on a solution of C
Water was added to solid C to produce an aqueous solution, solution C.
(c) Drops of aqueous sodium hydroxide were added to solution C using a teat pipette.
Excess aqueous sodium hydroxide was then added to the mixture.
The mixture was boiled gently and any gases given off were tested.
............................................................................................
...................................................................................... [3]
pungent gas, pH = 10
(d) Excess aqueous ammonia was added to solution C. ...................................................................................... [1]
(e) A few drops of dilute nitric acid and aqueous silver nitrate were added to solution C. ...................................................................................... [1]
(f) A few drops of dilute nitric acid and barium nitrate solution were added to solution C. ...................................................................................... [2]
11
0620/61/M/J/15© UCLES 2015 [Turn over
(g) What does the formation of condensation in test (b) tell you about the nature of solid C?
.............................................................................................................................................. [1]
(h) What does test (e) tell you about the nature of solid C?
.............................................................................................................................................. [1]
(i) (i) Name the gas given off in test (b).
....................................................................................................................................... [1]
(ii) What conclusion can you draw about the identity of the other cation in solid C?
....................................................................................................................................... [1]
[Total: 11]
12
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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.
6 A catalyst is a substance that speeds up the rate of a chemical reaction and remains unchanged at the end of the reaction.
Hydrogen peroxide solution, H2O2, breaks down to form oxygen. This decomposition is very slow unless a catalyst is used.
Plan an investigation to show that copper(II) oxide is a suitable catalyst for this reaction. You are provided with aqueous hydrogen peroxide and common laboratory apparatus.
Step 1 Show that copper(II) oxide catalyses the decomposition of hydrogen peroxide and measure the rate of the reaction.
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
Step 2 Show that the copper(II) oxide is unchanged at the end of the decomposition.
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
[Total: 8]
Head of the Department / Subject Coordinator Head of ShikharThis home-work sheet consists of 1 printed page/s. Page 1 of 1
HOLIDAY HOMEWORK: Class 10 - IGSummer Vacation, 2020
SUBJECT : COMPUTER SCIENCE
WorkSpecification:
Practice assigned past papers, Complete Workbook and PythonProgram Worksheet.
Instructions /Guidelines :
1) You are assigned 4 Practice Papers each for Paper 12 and Paper 21.
Solve these Papers in your Homework Copy. From Paper 12, you
may leave the Questions from the topic Computer Architecture
and media as we will doing these after initiation.
2) Complete the workbook for Ch-Data Transmission and Language
Translators.
3) Write the solutions to the Python Programs in the worksheet in
Homework Copy. The worksheet will be uploaded on Teams.
Any other Information:Date of Submission: 1/6/2020
PROJECT WORK’ 2020: Class X IGCSE
SUBJECT: GEOGRAPHY
Time to beSpent (___Hours per dayfor ___ Days):
1 HOUR
WorkSpecification: CASE STUDIES
Materials /ResourcesRequired:
INTERNET, TEXT BOOK, NOTE BOOK
Instructions /Guideline:
GENERAL INSTRUCTIONS
FOLLOW THE LINKS ATTACHED
Any Other Information:
Date of submission: 11 June 2020
1. Case study –Know a case study of the opportunities presented by a river; the hazards associated with itand their management.Provide stimulus information about the benefits provided by the river (and floodplain/delta ifappropriate) – learners write up as an advertisement – reasons to live in this location. Photosand video clips of flood events and erosion – learners write up as newspaper article withappropriate development of ideas and place-specific information. Can use more than one caseto illustrate hazards. Named examples of how the flood is managed (short term aid and longerterm responses) with a description of the scheme and an explanation of how it has managedthe hazard – short presentation to the class. The following links will be useful here: Rivers:www.geography.learnontheinternet.co.uk/topics/river.html River flooding and managementissues:www.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/river_flooding_management_rev1.shtml Suggested examples: the opportunities presented by a river, the hazardsassociated with it and their management. Yangtze Riverwww.scmp.com/infographics/article/1992128/chinas-struggle-yangtze-river-floodingwww.scmp.com/news/china/policies-politics/article/1932867/chinas-yangtze-river-face-massive-flooding-water-levels Ganges Riverwww.bbc.co.uk/schools/gcsebitesize/geography/water_rivers/river_flooding_management_rev6.shtml https://www.bbc.com/bitesize/guides/zppdg82/revision/6
2. Case study –Know a case study of the opportunities presented by an area of coastline, the hazardsassociated with it and their management.Learners should know a case study of the opportunities presented by an area of coastline, thehazards associated with it and their management Name and locate a stretch of coastline –identify on a map extract and use satellite images/Google earth too. Learners produce anannotated sketch map to name places and identify key features – place-specific reference.Provide background information about the coastline – for example on geology – learnerscomplete a fact file. Analyze information to show how the coastline is used – show as a mindmap with photographs, sketches, examples and annotation. Discuss the opportunities createdby each. Learners research hazards along the coast – write up as TV broadcasts or newspaperreports (causes and effects). Need to include erosion and tropical storms. More than casestudy can be used to illustrate hazards. Learners produce a presentation about how thisstretch of coastline is managed – to include named examples of coastal managementschemes. The scale of case study is important. The area needs to be of a sufficient size todemonstrate an awareness of opportunities, hazards and management. It should be less thanthe size of a country unless it is a very small country or the whole country is affected by oneof the hazards. Suggested examples: a case study of the opportunities presented by an areaof coastline, the hazards associated with it and their management.
Dubai, United Arab Emirateswww.telegraph.co.uk/news/worldnews/middleeast/dubai/8271643/The-World-is-sinking-Dubai-islands-falling-into-thesea.html www.thenational.ae/uae/developments-like-jumeirah-are-speeding-up-erosion-1.520188 www.attraction-tickets-direct.co.uk/dubai/latest-news/dubais-coastline-eighth-wonder-world
*4914564790*
This document consists of 29 printed pages, 3 blank pages and 1 Insert.
DC (CE/CGW) 148545/5© UCLES 2018 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/12Paper 1 February/March 2018 1 hour 45 minutesCandidates answer on the Question Paper.Additional Materials: Ruler Calculator
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces provided.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.
Write your answer to each question in the space provided.If additional space is required, you should use the lined pages at the end of this booklet. The question number(s) must be clearly shown.
Answer three questions, one from each section.
The Insert contains Fig. 2.1 for Question 2, Fig. 3.1 for Question 3, Fig. 4.1 for Question 4, and Figs. 5.2 and 5.3 for Question 5.The Insert is not required by the Examiner.Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.
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.
DefinitionsMEDCs – More Economically Developed CountriesLEDCs – Less Economically Developed Countries
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0460/12/F/M/18© UCLES 2018
Section A
Answer one question from this section.
1 (a) Study Fig. 1.1, which shows information about the population of New Zealand, an MEDC.
0 250
km
Key
1 dot = 1000 people
FACTFILE
Total population
= 4 596 700
Total area
= 268 021 km2
500
TasmanSea
PacificOcean
NorthIsland
N
SouthIsland
Wellington(capital city)
Fig. 1.1
(i) Which of the following is the approximate population density of New Zealand?
Circle your answer in the list below.
17 people per square kilometre
45 people per square kilometre
268 people per square kilometre [1]
3
0460/12/F/M/18© UCLES 2018 [Turn over
(ii) Suggest two reasons why many people live in Wellington, the capital city of New Zealand.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(iii) Describe the main features of the distribution of the population of New Zealand.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) State two different physical factors and for each one explain how it may influence the distribution of population in a country.
1 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
4
0460/12/F/M/18© UCLES 2018
(b) Study Fig. 1.2, which shows information about the distribution of the world’s population in 2000, along with a prediction for the year 2100.
2000
Australasia
North and South America
Asia
Key
World’s population distribution in 2000 and 2100 (predicted)
2100 (predicted)
Africa
Europe
Fig. 1.2
(i) Using Fig. 1.2 only, identify three changes which are expected in the distribution of the world’s population between 2000 and 2100.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
5
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(ii) Explain why the number of people living in LEDCs is increasing.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
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0460/12/F/M/18© UCLES 2018
(c) For a named country you have studied, describe the problems caused by overpopulation.
Name of country ..........................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 25]
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2 (a) Study Fig. 2.1 (Insert), which is a map showing rural settlements in part of Indonesia.
(i) What type of settlement is X?
Circle your answer in the list below.
Dispersed Linear Nucleated [1]
(ii) Give one similarity and one difference between rural settlements X and Y.
Similarity
...........................................................................................................................................
...........................................................................................................................................
Difference
...........................................................................................................................................
........................................................................................................................................... [2]
(iii) Describe how the shape of settlement X differs from the shape of settlement Z. Using evidence from Fig. 2.1 only, suggest two reasons why the settlements are
different shapes.
Difference in shape ...........................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Reason 1 ...........................................................................................................................
...........................................................................................................................................
Reason 2 ...........................................................................................................................
.......................................................................................................................................[3]
8
0460/12/F/M/18© UCLES 2018
(iv) Suggest the characteristics of the services which are likely to be provided in the settlements shown in Fig. 2.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(b) Study Fig. 2.2, which shows a diagram of the sites of settlements A and B.
A
B
sea
Fig. 2.2
(i) Describe the site of settlement A.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
9
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(ii) Using evidence from Fig. 2.2 only, explain why a settlement has grown up at B.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
10
0460/12/F/M/18© UCLES 2018
(c) For one named settlement which you have studied, describe and explain the service provision.
Name of settlement ..........................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 25]
11
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Section B
Answer one question from this section.
3 (a) Study Fig. 3.1 (Insert), which is a photograph of an area of coastline.
(i) Which one of the following is a natural feature which can be seen in Fig. 3.1?
Circle your answer.
lagoon lighthouse spit wave cut platform [1]
(ii) Suggest why the coastline shown in Fig. 3.1 is not straight.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Explain how the following processes may have eroded the coastline in the area shown in Fig. 3.1.
Hydraulic action .................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Corrasion (abrasion) .........................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Corrosion ...........................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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0460/12/F/M/18© UCLES 2018
(iv) Describe the problems which coastal erosion may cause for people in the area shown in Fig. 3.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
13
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(b) Study Fig. 3.2, which is a map showing areas of coral reefs and mangrove swamps on the island of Carriacou in the Caribbean.
N
Carriacou
0 1
km
2
Tyrrel Bay
C a r i
b b e
a n
S
e aGrand BayGrand Bay
HillsboroughBay
HillsboroughBay
mangrove swamps
coral reefs
Key
capital city
Fig. 3.2
(i) Using Fig. 3.2 only, compare the distribution of coral reefs and mangrove swamps.
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(ii) Describe the conditions needed for the development of coral reefs.
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(c) Name an area of coastline you have studied. State a hazard experienced there and explain what has been done to reduce the risk from it.
Name of area of coastline ..........................................
Hazard .......................................................................
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4 (a) Study Fig. 4.1 (Insert), which is a photograph of a school weather station.
(i) Which one of the following is the best definition of weather ?
Tick (3) your answer in the box below.
Tick (3)
The condition of the atmosphere at a given time and place
The averages of temperature and precipitation during each month
The average climate of an area during the year
Hazards caused by wind and rain during the year [1]
(ii) Name two instruments used to collect information about wind which can be seen in Fig. 4.1.
1 ..................................................................
2 .................................................................. [2]
(iii) Using information from Fig. 4.1 only, give three reasons why this is not a perfect location for a weather station.
1 ........................................................................................................................................
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3 ........................................................................................................................................
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(iv) Explain why the instruments used to collect information about temperature and humidity are kept in a Stevenson screen.
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(b) Study Fig. 4.2, which shows a map of tropical rainforests in Africa.
0 800km
1600
Tropic of Cancer
Tropic of Capricorn
tropical rainforest
20° NAFRICA
N
20° S
Equator
Key
Fig. 4.2
(i) Describe the distribution of tropical rainforests in Africa.
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(ii) Explain why tropical rainforests have a hot and wet climate.
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(c) For a named area of tropical rainforest, describe the impacts of deforestation on the local natural environment and the local people.
Name of area of rainforest ..........................................
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Section C
Answer one question from this section.
5 (a) Study Fig. 5.1, which shows information about agricultural land use in different areas in central Scotland.
2030 010
100
9080
7060
5040
3020
100
405060708090100
LOWLAND PASTURE (%)
UPLAND PASTURE (%)
ARAB
LE (%
)
10
20
30
40
50
60
70
801 Fife
Key
2 Kinross3 Clackmannan4 East Lothian5 Midlothian6 West Lothian7 Stirling8 Dunbarton9 Lanark
10 Renfrew11 Ayr
90
100
0
2 5
46
1
3
8
710 11
9
Fig. 5.1
(i) Complete the graph by plotting a cross to show the average percentages for central Scotland.
Use the following figures:
Arable 25% Lowland pasture 40% Upland pasture 35% [1]
(ii) Define the following terms:
Arable ................................................................................................................................
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Pasture ..............................................................................................................................
.......................................................................................................................................[2]
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(iii) Using Fig. 5.1, identify three differences between the agricultural land use in Fife and the average for central Scotland.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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(iv) Farmers in central Scotland are commercial farmers. Explain why most farmers in MEDCs are commercial farmers.
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(b) Study Figs. 5.2 and 5.3 (Insert), which show two different farms.
(i) Describe three similarities between the farms shown in Figs. 5.2 and 5.3.
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(ii) Explain how physical factors (climate, relief and soil) affect agricultural land use.
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(c) For an example of a farm or agricultural system, at a named location, describe the farming system.
Farm or agricultural system .........................................
Name of location ..........................................................
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6 (a) Study Fig. 6.1, which shows information about the use of energy in China and the USA between 1990 and 2040 (projected).
250
200
150
100
energy consumption(quadrillion Btu)
50
1990 2000 2010 2020 2030 20401995 2005 2015year
2025 20350
projected
China
USA
Fig. 6.1
(i) In which year was the same amount of energy used in China and the USA?
............................................................ [1]
(ii) Using Fig. 6.1 only, compare the increases in the use of energy in China and the USA which are predicted to occur between 2018 and 2040.
Use statistics to support your answer.
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(iii) Suggest reasons why the amount of energy being used in China and the USA is increasing.
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(iv) Explain why the use of large amounts of energy in countries such as China and the USA may cause coastal flooding in some parts of the world.
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(b) Study Fig. 6.2, which shows information about air pollution in Asia.
198
120
Keyamountof particulatematter
109 10698 94
PAKISTAN
BANGLADESH
INDIANEPAL
CHINA
MYANMAR
SRI LANKA
SOUTH KOREA
INDONESIA
PHILIPPINES
MALAYSIA
THAILAND
SINGAPORE
JAPAN
77
61
PARTICULATE MATTER0-5051-100101-150
151-200201-300
GOODMODERATEUNHEALTHY FORSENSITIVE GROUPSUNHEALTHYVERY UNHEALTHY
5547 42 41
41
3222
MOST POLLUTED COUNTRIES IN ASIA
Fig. 6.2
(i) Identify from Fig. 6.2:
– the country with the most polluted air .............................................................................
– a country where the air quality is moderate ...................................................................
– the country where air pollution is least likely to cause many problems
.......................................................... [3]
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(ii) Describe the impacts of high levels of air pollution on the natural environment.
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(c) For a named country or area you have studied, describe the methods used to supply water.
Name of country or area ..........................................
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[Total: 25]
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Additional Pages
If you use the following lined pages to complete the answer(s) to any question(s), the question number(s) must be clearly shown.
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BLANK PAGE
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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.
BLANK PAGE
This document consists of 6 printed pages and 2 blank pages.
DC (CE/CGW) 148544/3© UCLES 2018 [Turn over
*4914564790-I*
GEOGRAPHY 0460/12Paper 1 February/March 2018INSERT 1 hour 45 minutes
READ THESE INSTRUCTIONS FIRST
The Insert contains Fig. 2.1 for Question 2, Fig. 3.1 for Question 3, Fig. 4.1 for Question 4, and Figs. 5.2 and 5.3 for Question 5.
The Insert is not required by the Examiner.
The 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
2
0460/12/INSERT/F/M/18© UCLES 2018
Fig. 2.1 for Question 2
0 1Scale 1:25 000 (4 cm = 1 km)
built-up area
Key
buildingtempleschool
local roadtrackirrigated rice fieldsfarmlandbridge
2
N
X
YZ
3
0460/12/INSERT/F/M/18© UCLES 2018 [Turn over
Fig. 3.1 for Question 3
4
0460/12/INSERT/F/M/18© UCLES 2018
Fig. 4.1 for Question 4
5
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Fig. 5.2 for Question 5
6
0460/12/INSERT/F/M/18© UCLES 2018
Fig. 5.3 for Question 5
7
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BLANK PAGE
8
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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.
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.
® IGCSE is a registered trademark.
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 15 printed pages.
© UCLES 2018 [Turn over
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/12 Paper 1 March 2018
MARK SCHEME
Maximum Mark: 75
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 2018 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 2 of 15
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.
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.
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 3 of 15
Question Answer Marks
1(a)(i) 17 1
1(a)(ii) Ideas such as: Employment/business/commerce/trading/better pay; Service provision or example (hospitals, health care, universities, education, range of shops etc.); Entertainment; Accessibility/central location/harbour/port/airport etc. 2 @ 1 mark
2
1(a)(iii) Ideas such as: More people live on North Island/less on South island; Uneven distribution; Large clusters on some areas (or example); Scattered in many parts; Many people live close to coasts/few in centre etc. 3 @ 1 mark
3
1(a)(iv) Identification of physical factors such as: Relief/high/steep/mountainous land/terrain/gradient/aspect/ topography; Weather/climate/cold/icy/dry/desert/temperature; Soils; Volcanoes. River Explanation of each as appropriate: (Relief/high/steep/mountainous land/terrain/gradient/aspect) e.g. People do not want to live in the mountains as it is hard to build on steep slopes etc. (Weather/climate/cold/icy/dry/desert/temperature): e.g. People do not want to live in deserts as people will not survive where there are no water supplies etc. (Soil): e.g. Many farmers are attracted to areas with fertile soil so they can produce food etc. (Volcanoes): e.g. Many people are attracted to areas with volcanoes so they can work in the tourist industry (River) e.g. people live near rivers to obtain a water supply. 2 marks for identification of each factor and 2 for explanation of how it can influence population distribution. 4 @ 1 mark
4
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© UCLES 2018 Page 4 of 15
Question Answer Marks
1(b)(i) Ideas such as: Increase/Greater percentage in Africa; Decrease/Lower percentage in Europe; Decrease/Lower percentage in Americas; Decrease/Lower percentage in Asia; Asia is largest percentage in 2000 but Africa largest in 2100. Note: Accept accurate statistics 3 @ 1 mark
3
1(b)(ii) Ideas such as in LEDCs there are: high birth rates; poor access to/cannot afford contraceptives; lack of education about birth control; some religions are against contraception; little education about adverse impacts of large families; dependence on agriculture/children work on farms; children are sent out to work/earn money; children help out in the home/fetch firewood/collect water; children look after elderly people; high IMR; traditional attitudes encourage large families/people keep having children until a son is born; many women don’t have careers; early marriage; decreasing death rates; improving health care; setting up care structure for old (or examples) pension schemes being set up etc. 5 @ 1 mark or development
5
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 5 of 15
Question Answer Marks
1(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the problems caused by overpopulation.
Level 2 (4–6 marks) Uses named example. More developed statements which describe the problems caused by overpopulation. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: • Employment • Food supply • Provision of health care • Provision of housing/shelter • Water supply • Sanitation • Provision of education • Traffic congestion • deforestation etc. Place specific reference is likely to consist of: Named parts of the chosen country, Population data etc.
7
Question Answer Marks
2(a)(i) Linear 1
2(a)(ii) Similarities such as they are both: Linear/long and thin; Along a road; Surrounded by farmland etc. Differences such as: X is longer; X is wider; X is larger; X has a temple/school but Y does not; Y is nearer irrigated fields; Y only on one side of road but X is on both sides etc. 2 @ 1 mark
2
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Question Answer Marks
2(a)(iii) Ideas such as: Z is more nucleated but X is linear (reserve); Z is at a junction of roads but X has grown along one road; X space is limited by rivers/valleys but Z is not; Steep slopes/likelihood of floods prevents expansion to east and west at X but there is space to expand at Z etc. 3 @ 1 mark
3
2(a)(iv) Ideas such as: Low order; Small sphere of influence; Low threshold population; Used regularly/daily; Basic necessities / convenience goods E.g.primary school, general store, small shops etc. MAX 1 4 @ 1 mark
4
2(b)(i) Ideas such as; on high land/hill; inland; top of hill; away from river/higher than river etc.; 3 @ 1 mark
3
2(b)(ii) Ideas such as: Next to river; lowest bridging point of the river; which encourages trade (dev); Road connections/on road; Providing good access/transport links; Water availability; Low/flat land; Likely to be fertile soils; Which encourages food production (dev); Sea breezes/moderating influence of sea; Sheltered by high land; fishing etc. 5 @ 1 mark or development
5
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March 2018
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Question Answer Marks
2(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describes and/or explains service provision Level 2 (4–6 marks) Uses named example. More developed statements which describes and/or explains service provision (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describes and explains service provision, with some place specific reference. Content Guide: Answers are likely to refer to ideas such as: Order of services, Frequency of use, Sphere of influence, Competing settlements/services, Population size; Access etc. Place specific reference is likely to consist of: Locational details, Specific details of the services, Named businesses etc.
7
Question Answer Marks
3(a)(i) Wave cut platform 1
3(a)(ii) Ideas such as: There are areas of soft rock/hard rock; Which are eroded more quickly/less quickly/erosion takes place at different speed/differential erosion; There may be faults/lines of weaknesses etc. 2 @ 1 mark
2
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© UCLES 2018 Page 8 of 15
Question Answer Marks
3(a)(iii) Hydraulic action: Waves trap/compress air in cracks/cliffs are eroded by the power/weight of waves etc. Corrasion/abrasion: Pebbles/rocks carried by waves are thrown against the cliffs/rocks in the waves act like sandpaper etc. Corrosion: Acids in the water wear away the rocks/rocks are dissolved by the chemicals in the water etc. 3 @ 1 mark
3
3(a)(iv) Problems such as: Loss of farmland/farmers lose jobs ; Collapse/damage to housing; Roads/paths destroyed/access disrupted/parking areas lost; Cliff top businesses (or example) damaged/closed down; Negative impact on tourism; Cost of protection measures; People are unable to get insurance etc. 4 @ 1 mark
4
3(b)(i) Ideas such as: Coral is much more widely distributed; Mangrove is next to/on land, coral is at sea/coral goes further out to sea; Coral is all around island, mangrove is not etc. 3 @ 1 mark
3
3(b)(ii) Ideas such as: • warm water; • water temperatures between 18–27 °C (accept figure within
range)(dev); • shallow water; • not more than 60 metres deep (dev); • water free from sediment/clear/not polluted/clean; • plentiful supply of oxygen in water; • plentiful supply of plankton/plentiful supply of nutrients; • calm water/no strong currents/waves; • PH is alkaline/basic/8 or above; • high salinity/salty water 5 @ 1 mark or development
5
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
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Question Answer Marks
3(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain what has been done to reduce the risk of the chosen hazard. Level 2 (4–6 marks) Uses named example. More developed statements which explain what has been done to reduce the risk of the chosen hazard. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: Sea walls Offshore barriers groynes evacuation plans forecasting etc. Place specific reference is likely to consist of: Locational details, named places along the coast specific details of schemes etc.
7
Question Answer Marks
4(a)(i) The condition of the atmosphere at a given time and place 1
4(a)(ii) Wind/weather vane anemometer 2 @ 1 mark
2
4(a)(iii) Ideas such as: There are too many trees/vegetation close to the weather station; There are buildings near by; There are areas of concrete/it is not all grassed; It is sheltered/shaded/not in open space etc.; 3 @ 1 mark
3
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Question Answer Marks
4(a)(iv) Ideas such as: The instruments are not in direct sunlight/roof protects them from heat/sun; They will not be affected by the wind; It measures air temperature/not ground temperatures/not affected by radiation from ground; They are secure from tampering/protected from people/animals; does not conduct heat; free flow of air/ventilation; reflects/does not absorb sun’s rays etc. 4 @ 1 mark
4
4(b)(i) Ideas such as: Close to/on equator/in Equatorial region; Between 10 degrees N/S/between 10 degrees N and 23S; Middle/Central Africa; Western side ; Coast of West Africa/East coast of Madagascar/island around 20S) Further south than north / stretches to Capricorn not Cancer etc. 3 @ 1 mark
3
4(b)(ii) Ideas such as: Close to Equator/in Equatorial region; Overhead sun/high angle of sun/sun’s rays more concentrated; Convectional rainfall/convection; Large amounts of evaporation; Large amounts of transpiration; Low pressure/ascending air Evapo-transpiration (as alternative to evaporation and transpiration) etc. 5 @ 1 mark or development
5
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© UCLES 2018 Page 11 of 15
Question Answer Marks
4(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe impacts of deforestation on local natural environment and/or local people. Level 2 (4–6 marks) Uses named example. More developed statements which describe impacts of deforestation on local natural environment and/or local people (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Comprehensive and accurate statements which describe impacts of deforestation on local natural environment and local people including some place specific reference. Content Guide: Answers are likely to refer to: Death of wildlife extinction loss of habitat impact on food chains, soil erosion killing of people migration of people to urban areas etc. Place specific reference is likely to consist of: Locational details, named species/tribes etc.
7
Question Answer Marks
5(a)(i) Cross on Fig.6 1
5(a)(ii) Arable – where crops or e.g. are grown Pasture – where animals or e.g. are grazed/kept 2 @ 1 mark
2
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 12 of 15
Question Answer Marks
5(a)(iii) Fife has: Greater percentage arable; Greater percentage lowland pasture; Smaller percentage upland pasture; Largest in Fife is arable but largest average is lowland pasture; Smallest in Fife is upland pasture but smallest average is arable Note: Accept accurate statistics. 3 @ 1 mark
3
5(a)(iv) Ideas such as: They are farming as a job/to earn money/to get a profit; They produce large outputs/high yields/more crops; They are able to use chemicals/fertilisers/pesticides; Areas can be mechanised/they can afford equipment; There is a large demand for products; Good communications enable transport to market etc.; 4 @ 1 mark
4
5(b)(i) Ideas such as both farms: are mixed farms; have pasture/grassland/animals (or e.g.); have arable land/grow crops; have large fields/are large; have gently sloping land; are commercial etc. 3 @ 1 mark
3
5(b)(ii) Ideas such as: Fertile soils are required for many crops; Steep slopes are often used for pasture/too steep for Crops/flat land used for crops; lowland areas are often used for crops/upland for grazing; Amount of precipitation will determine which crops will grow; sunshine needed for ripening of crops; number of frost free days/length of growing season influences choice of crops/some areas are too cold to grow crops so animals are kept etc. 5 @ 1 mark or development
5
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 13 of 15
Question Answer Marks
5(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the farming system. Level 2 (4–6 marks) Uses named example. More developed statements which describe the farming system. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements, including some place specific reference. Content Guide: Answers are likely to refer to: Natural inputs e.g. rainfall, soil, temperatures etc. Human/economic inputs e.g. labour, machinery, fertilisers etc. Processes e.g. ploughing, feeding animals, harvesting etc. outputs Place specific reference is likely to consist of: Locational details/named areas within country/area chosen Statistics etc
7
Question Answer Marks
6(a)(i) 2009/2010 1
6(a)(ii) Increases predicted for China are greater/more rapid 150 to 220 (quadrillion Btu) China/100 to 110 (quadrillion Btu) USA 2 @ 1 mark
2
6(a)(iii) Ideas such as: Increasing ownership of cars/vehicles; Industrialisation; Mechanisation/technological development; More aircraft/flights; Tourism is increasing; More use of electrical appliances in the home (or example) etc. 3 @ 1 mark
3
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 14 of 15
Question Answer Marks
6(a)(iv) Ideas such as: Use of fossil fuel/burning of coal/oil; Emissions of carbon dioxide/greenhouse gases; Trap heat/form a blanket around the earth/greenhouse effect; Temperatures increase/global warming; Ice sheets/glaciers melted; Rise in sea level etc. 4 @ 1 mark
4
6(b)(i) Country with most polluted air = Pakistan A country where air quality is moderate = China/Myanmar/Sri Lanka/South Korea/Indonesia Country where air pollution is least likely to cause problems = Japan 3 @ 1 mark
3
6(b)(ii) Ideas such as: loss of/damage to natural vegetation; birds/insects/animals killed /poisoned; habitat loss; extinction of species; impact on ecosystems/food chains; acid rain pollutes water; acid rain decreases soil pH etc. 5 @ 1 mark or development
5
0460/12 Cambridge IGCSE – Mark Scheme PUBLISHED
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© UCLES 2018 Page 15 of 15
Question Answer Marks
6(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe methods used to supply water. Level 2 (4–6 marks) Uses named example. More developed statements which describe methods used to supply water. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements, including some place specific reference. Content Guide: Methods are likely to include: Reservoirs Wells Pumping water from aquifer Desalination Water transfer schemes Network of pipes River water Water treatment plants Tanks on roofs Import water etc. Place specific reference is likely to consist of: Locational details; Names of places/species within chosen country Specific details of methods
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*5317218974*
This document consists of 17 printed pages, 3 blank pages and 1 Insert.
DC (KN/AR) 144907/4© UCLES 2018 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/22Paper 2 February/March 2018 1 hour 30 minutesCandidates answer on the Question Paper.Additional Materials: Ruler Protractor Plain paper Calculator1:25 000 Survey Map Extract is enclosed with this Question Paper.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces provided.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.
Write your answer to each question in the space provided.If additional space is required, you should use the lined pages at the end of the booklet. The question number(s) must be clearly shown.
Answer all questions.
The Insert contains Fig. 3.1 for Question 3 and Fig. 5.1 for Question 5.The Survey Map Extract and the Insert are not required by the Examiner.Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.
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.
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0460/22/F/M/18© UCLES 2018
1 Study the map extract for Haukeland, Norway. The scale is 1:25 000.
(a) Fig. 1.1 shows some of the features in the north of the map extract around the lake of Haukelandsvatnet. Study Fig. 1.1 and the map extract, and answer the questions below.
04 05 06
04 05 06
98
97
96
98
97
96
D
CG
F
F
E
AB
Fig. 1.1
Using the map extract, identify the following features shown on Fig. 1.1:
(i) feature A; ......................................................................................................................[1]
(ii) activity B; .......................................................................................................................[1]
(iii) the type of road at C; .....................................................................................................[1]
(iv) the height of the land at D; ............................................................................... metres [1]
(v) feature E; .......................................................................................................................[1]
(vi) the land use at F; ..........................................................................................................[1]
(vii) the land use at G. ..........................................................................................................[1]
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0460/22/F/M/18© UCLES 2018 [Turn over
(b) Fig. 1.2 shows the position of some features in the south east of the map extract. Two contours have been marked.
07 08
07 08
96
95
94
96
95
94
T
X
V
Y
W
Z
Fig. 1.2
Which letter, V, W, X, Y or Z, shows the position of a:
(i) lake; ........................... [1]
(ii) marsh; ........................... [1]
(iii) valley; ........................... [1]
(iv) ridge? ........................... [1]
(c) Give the six-figure grid reference of the feature at T on Fig. 1.2.
................................................... [1]
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0460/22/F/M/18© UCLES 2018
(d) Look at the railway which runs from the western edge of the map to the station at Haukeland (Haukeland Stasjon) at 045969.
(i) Measure the distance in metres along this part of the railway. Tick one correct answer below.
Tick (3)
2000
2400
2800
3200
[1]
(ii) Describe the route of this part of the railway.
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0460/22/F/M/18© UCLES 2018 [Turn over
(e) Fig. 1.3 is a cross section along northing 960 from 050960 to 080960.
600
500
400
300
200
100
0
600
500
400
300
200
100
0
PQ
R S
050960 080960
height(metres)
height(metres)
Fig. 1.3
Which letter, P, Q, R or S, shows the position of a:
(i) footpath; ........................... [1]
(ii) forest; ........................... [1]
(iii) river flowing north; ........................... [1]
(iv) river flowing south? ........................... [1]
[Total: 20]
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0460/22/F/M/18© UCLES 2018
2 The United Nations publishes the Human Development Index (HDI) which shows the level of development of each country. This is shown on Fig. 2.1.
I
I
Key Human Development Index (HDI)
very highhigh
medium data unavailablelow = India
23½° N
Equator
23½° S
Fig. 2.1
(a) Using Fig. 2.1, state India’s HDI. ........................... [1]
(b) (i) Which one of the following statements describes the HDI of countries in Asia? Tick one box below.
Tick (3)
mostly high
mostly very high
none are low
[1]
(ii) Which one of the following statements describes the HDI of countries in Africa? Tick one box below.
Tick (3)
all are low
mostly low
none are high
[1]
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0460/22/F/M/18© UCLES 2018 [Turn over
(iii) Which one of the following statements describes the HDI of countries in the tropics (between 231–2 °N and 231–2 °S)? Tick one box below.
Tick (3)
mostly high
none are high
mostly low and medium
[1]
(c) Fig. 2.2 shows how incomes have risen in India between 1980 and 2012. This is shown by Gross National Income per capita (GNI).
6000
5000
4000
3000
2000
1000
6000
5000
4000
3000
2000
1000
1980 1985 1990 1995 2000 20052010
2012year
GNIper
capita(US $)
GNIper
capita(US $)
0 0
Fig. 2.2
(i) India’s GNI per capita in 1995 was 2100 US$. Plot this information to complete the graph on Fig. 2.2. [1]
(ii) During which period did incomes in India increase the most? Tick one box below.
Tick (3)
1980 to 1990
1990 to 2000
2000 to 2010
[1]
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0460/22/F/M/18© UCLES 2018
(iii) Use Fig. 2.2 to complete the table below to show the increase in India’s GNI per capita between 1980 and 2012.
GNI per capita (US$)
2012 ......................
1980 1268
increase ......................
[1]
(d) The Human Development Index (HDI) is a composite index based on:
• incomes (GNI per capita) • education • life expectancy.
Between 1980 and 2012, India’s HDI has not risen as rapidly as incomes. Suggest why.
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...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
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0460/22/F/M/18© UCLES 2018 [Turn over
3 Fig. 3.1 (Insert) is a photograph which shows two housing areas in Cape Town, South Africa. One area is in the foreground and the other area is in the background.
For each area, describe the houses.
Houses in the foreground of the photograph (area X)
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Houses in the background of the photograph (area Y)
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[Total: 8]
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0460/22/F/M/18© UCLES 2018
4 Study Fig. 4.1, which shows plates, plate margins and directions of plate movement.
Eurasian Plate
AfricanPlate Indian
Plate
Antarctic Plate
Pacific Plate
AustralianPlate
2
5
6
1
4
3
Key
plate marginplate movement
0 2000km
N
Fig. 4.1
(a) Six places, 1 – 6, are marked on the map. For each of the following questions write one number in each box. You may use any of the numbers 1 – 6 once, more than once or not at all.
Which number on the map shows a place where:
(i) a plate is being destroyed; [1]
(ii) sea floor spreading is taking place; [1]
(iii) there are no major earthquakes; [1]
(iv) there are volcanoes; [1]
(v) there is a chain of fold mountains? [1]
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0460/22/F/M/18© UCLES 2018 [Turn over
(b) Name each of the following:
(i) the reservoir of molten rock beneath an active volcano;
.......................................................................................................................................[1]
(ii) a type of volcano formed from layers of lava and ash;
.......................................................................................................................................[1]
(iii) a type of wide, gently sloping volcano formed mainly from basalt lava.
.......................................................................................................................................[1]
[Total: 8]
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0460/22/F/M/18© UCLES 2018
5 (a) Study Fig. 5.1 (Insert), which is a photograph which shows a hot desert area in Africa. Using evidence from Fig. 5.1 only, describe the features and the distribution of the vegetation shown in the photograph.
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0460/22/F/M/18© UCLES 2018 [Turn over
(b) Explain how the vegetation of hot deserts has adapted to:
(i) reach water deep underground;
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...........................................................................................................................................
.......................................................................................................................................[1]
(ii) reduce water loss by transpiration;
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(iii) catch rain before it evaporates.
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[Total: 8]
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0460/22/F/M/18© UCLES 2018
6 (a) Table 6.1 shows the employment structure of the Maldives, a group of islands with a large tourist industry.
Table 6.1
Sector Employment (%)
primary 4
secondary 23
tertiary 73
Use information from Table 6.1 to complete Fig. 6.1 below. [2]
Key
primary
secondary
tertiary
Fig. 6.1
(b) Fig. 6.2 shows features of the development of the tourist industry on a tropical island.
Most investment is bytransnational tourist
companies
Some hotels arestaffed by foreign
workers tropicalisland
Cruise ships beginto visit the port
Some companies start tours of the coast and coral reefs
Hotels are built alongthe coast
Fig. 6.2
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0460/22/F/M/18© UCLES 2018
Tourism is likely to have advantages and disadvantages for the island and its people. Using information from Fig. 6.2 explain in your own words:
(i) two possible economic advantages;
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(ii) two possible economic disadvantages;
1 ........................................................................................................................................
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2 ........................................................................................................................................
.......................................................................................................................................[2]
(iii) one possible environmental benefit;
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) one possible environmental problem.
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.......................................................................................................................................[1]
[Total: 8]
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0460/22/F/M/18© UCLES 2018
Additional Pages
If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown.
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0460/22/F/M/18© UCLES 2018
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0460/22/F/M/18© UCLES 2018
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.
BLANK PAGE
Survey Map
In order to preserve the scale, the map should be
printed in colour onto A3 paper.
When printing, select ‘Actual size’.
Do not select ‘Fit’ as this will re-size the map.
You may need to change the paper size to A3.
Ensure the orientation is Portrait.
94
95
96
97
98
9402 03 04 05 06 07 08
02 03 04 05 06 07 08
95
96
97
98
True
Nor
th
Magnetic N
orthG
rid North
Diagrammatic only
Haukeland
KeyScale 1:25 000
Communications
Buildings and populated area
Boundaries
Relief
Vegetation and land cover
Other cultural features
Tourist informationMarked footpath
Unmarked footpath
Year-round footbridge
Summer footbridge
Marked and prepared ski trail
Marked ski trail
Winter route
Illuminated ski trail
Ski lift
Fishing
Camp site cabins
Camp site
Caravan site
Farm tourism
Hotel/lodging
Information
Railway station
Cafeteria
Church
Doctor
Grocery
Car park
Winter parking
Post office
Restaurant
Cluster of historical rural buildings
Sight
State road
Tunnel
Snowshed
Bridge. Foot bridge
Ferry route
Railway, muliple track
Public transport building
Airport
City. Built-up area
Dominant building
Hotel etc.
Farm. House. Cabin
Chalet. Shanty, boatshed
Church. Cemetery
School Meetinghouse
Service building
Hospital
Medical care institution
Other building
Cultural building
Industrial area
Pipeline
Lighthouse. Light. Beacon
Mast, tower
Country-/District boundary
Crown land boundary
Nature conservation area
Contour lines
Trigonometric point
Spot elevation
Lake elevation
Max./min. lake elevation
Group of trees. Forest
Marsh
Cultivated area
Scree, talus
Embankment
Glacier
Be aware that water reservoirsoften have unsafe ice conditions
Industry, power station
Mine
Quarry, gravel pit
Power line
Dam
Ski jump
Rifle range
Sports ground
Country road
District road
Private road
Footpath; marked, unmarked
Toll road, closed
Primitive shelter
Dog sledging course
Canoeing
Cross-country ski course
Riding
Tourist hut with services
Self-service tourist hut
Tourist cabin without supplies
Viewpoint
Swimming
Pharmacy
Motor home dumping station
Route, marked part of the winter,the course is not always exactly thesame
*5317218974-I*
This document consists of 3 printed pages and 1 blank page.
DC (KN/AR) 144906/2© UCLES 2018 [Turn over
GEOGRAPHY 0460/22Paper 2 February/March 2018INSERT 1 hour 30 minutes
READ THESE INSTRUCTIONS FIRST
The Insert contains Fig. 3.1 for Question 3 and Fig. 5.1 for Question 5.
The Insert is not required by the Examiner.
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0460/22/INSERT/F/M/18© UCLES 2018
Fig. 3.1 for Question 3
Y
X
3
0460/22/INSERT/F/M/18© UCLES 2018
Fig. 5.1 for Question 5
4
0460/22/INSERT/F/M/18© UCLES 2018
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.
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.
® IGCSE is a registered trademark.
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 6 printed pages.
© UCLES 2018 [Turn over
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/22 Paper 2 March 2018
MARK SCHEME
Maximum Mark: 60
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 2018 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.
0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 2 of 6
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.
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.
0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 3 of 6
Question Answer Marks
1(a)(i) power line, 1
1(a)(ii) swimming, 1
1(a)(iii) state road, 1
1(a)(iv) 236 (metres), 1
1(a)(v) hotel, 1
1(a)(vi) cultivation, 1
1(a)(vii) built-up area, 1
1(b)(i) Y, 1
1(b)(ii) V, 1
1(b)(iii) W, 1
1(b)(iv) Z, 1
1(c) 084948, 1
1(d)(i) 3200, 1
1(d)(ii) runs SW/NE, keeps to low/foot of valley side/avoids high, keeps to gentle/avoids steep, tunnel(s), through settlements, winding/bends, through forest and cultivation,
3
1(e)(i) R, 1
1(e)(ii) P, 1
1(e)(iii) Q, 1
1(e)(iv) S, 1
Question Answer Marks
2(a) medium, 1
2(b)(i) mostly high, 1
2(b)(ii) mostly low, 1
2(b)(iii) mostly low and medium, 1
2(c)(i) 2010US$ correctly plotted for 1995, 1
0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 4 of 6
Question Answer Marks
2(c)(ii) 2000 to 2010, 1
2(c)(iii) 5000 and 3732, 1
2(d) education/life expectancy have not risen rapidly/as rapidly as incomes, money not spent on education etc.,
1
Question Answer Marks
3 Foreground small, single story/low/short, crowded/high density, few windows, flat/gentle roofs, slum/shanty/squatter/huts/sheds, variety of styles e.g. multi-coloured, unplanned/disorganised/randomly arranged, Background Large, two storey, less dense, windows, red/orange/yellow, sloping/pitched roofs, uniform, planned/organised, (single story) extensions, joined in blocks, Reserve 3 marks for each. Allow comparatives.
8
Question Answer Marks
4(a)(i) 3, 1
4(a)(ii) 4, 1
4(a)(iii) 1/5/6, 1
4(a)(iv) 3/4, 1
4(a)(v) 2, 1
4(b)(i) magma chamber, 1
4(b)(ii) strato/composite, 1
0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 5 of 6
Question Answer Marks
4(b)(iii) shield, 1
Question Answer Marks
5(a) scrub/bushes/small trees/short vegetation/low, scattered/sparse/bare ground/few plants/barren, few leaves, green (vegetation), some with no leaves, small leaves, grass, more along valley/river course/low ground/flat/bottom of hill, sparser/smaller on hill/valley side/steep, in a line,
5
5(b)(i) long/tap roots, 1
5(b)(ii) small/hairy/waxy/thick/no leaves/sunken stomata, 1
5(b)(iii) shallow/widely spreading roots, 1
Question Answer Marks
6(a) Smaller angle 81°–85°, Correct use of key,
2
6(b)(i) Investment by transnationals greater development of area/infrastructure, less need for government investment, greater government income from taxes, Cruise ships jobs onshore, trade for restaurants etc., Hotels jobs (as waiters etc.), Tours of coast and reefs jobs as guides/drivers etc., Accept other relevant points. Points must be linked to Fig. 6.2.
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0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 6 of 6
Question Answer Marks
6(b)(ii) Investment by transnationals profits go abroad, can move business elsewhere, Hotels work may be seasonal, Foreign workers remittances sent abroad, no jobs for locals, Accept other relevant points. Points must be linked to Fig. 6.2.
2
6(b)(iii) Investment by transnationals/Cruise ships/Tours of coast and reefs may encourage/greater awareness of conservation, tree planting, Accept other relevant points.
1
6(b)(iv) Investment by transnationals/Cruise ships/Tours of coast and reefs damage to reefs, loss of environments by building hotels specific pollution, Accept other relevant points.
1
*2100717175*
This document consists of 15 printed pages, 1 blank page and 1 Insert.
DC (LK/FC) 145004/5© UCLES 2018 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/42Paper 4 Alternative to Coursework February/March 2018 1 hour 30 minutesCandidates answer on the Question Paper.Additional Materials: Ruler Calculator
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces provided.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.
Write your answer to each question in the space provided.If additional space is required, you should use the lined pages at the end of this booklet. The question number(s) must be clearly shown.
Answer all questions.
The Insert contains Figs. 1.4 and 1.5 and Tables 1.1, 1.2, 1.3 and 1.4 for Question 1, and Figs. 2.1 and 2.5 and Tables 2.1, 2.2 and 2.3 for Question 2.The Insert is not required by the Examiner.Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.
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.
2
0460/42/F/M/18© UCLES 2018
1 Students in southern England did fieldwork at six sites on the River Meon.
The two hypotheses which the students tested were:
Hypothesis 1: The cross sectional area of the river increases downstream.
Hypothesis 2: There is a relationship between the length and roundness of pebbles on the river bed.
(a) Which three of the following factors would be important to consider when choosing these fieldwork sites? Tick (3) your choices below.
Factor Tick (3)
Each site is on a meander in the river
The river current must be fast flowing
The river is not too deep to be able to stand in safely
The sites are spread out along the course of the river
The water is clean and unpolluted
The sites are all on the river flood plain
[3]
(b) To investigate Hypothesis 1, the students measured the width of the river and its depth at points across the channel at each site.
Describe how they made these measurements.
width .........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
depth .........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
3
0460/42/F/M/18© UCLES 2018 [Turn over
(c) The results of the students’ measurements at site 5 are shown in Table 1.1 (Insert). Use these results to complete the cross section of the river at site 5, shown on Fig. 1.1 below.
[2]Cross section of the river at site 5
00.3
0.2
0.1
depth(metres)
riverriver
bedrockbedrock
0
1 2 3distance from left bank (metres)
4 5 6
Fig. 1.1
(d) The students recorded the width and calculated the mean (average) depth of the river at each site. Using these results, they also calculated the cross sectional area of the river at each site. These results are shown in Table 1.2 (Insert).
(i) Using Table 1.2, tick one statement below which describes the change in width and mean (average) depth of the river between the six sites. Tick (3) your choice.
Tick (3)
The width of the river increases at each site downstream
The mean depth of the river increases at each site downstream
The width and mean depth of the river increase and decrease downstream
[1]
4
0460/42/F/M/18© UCLES 2018
(ii) Use the results of site 5 in Table 1.2 to complete Fig. 1.2, below. [1]
Relationship between width and mean (average) depth at the six sites
00
0.1
0.2mean
(average)depth
(metres)
0.3
0.4
0.05
0.15
0.25
0.35
2 4 6width (metres)
8 10 12 14
1
2
34
1
2
3
6
4
6
Fig. 1.2
(iii) Use the results in Table 1.2 to plot the area of the river cross section at site 6 on Fig. 1.3 below. [1]
Cross sectional area of the six sites
00
1
2
3
crosssectional
area(m2)
4
1 2 3
downstream
4 5 6site
Fig. 1.3
5
0460/42/F/M/18© UCLES 2018 [Turn over
(iv) The students’ conclusion about Hypothesis 1: The cross sectional area of the river increases downstream was that it was partly true.
Use evidence from Table 1.2 and Fig. 1.3 to support their conclusion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(v) Explain why the width and depth of a river usually increase downstream.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(e) The students then made some measurements to investigate Hypothesis 2: There is a relationship between the length and roundness of pebbles on the river bed.
(i) At each site the students selected 20 pebbles at random from the bed of the river. They then measured the length (long axis) of the pebbles using callipers which are shown in Fig. 1.4 (Insert). Describe how the students measured the length of a pebble.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
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0460/42/F/M/18© UCLES 2018
(ii) The students also classified each pebble into one of the six categories of the Power’s Scale of Roundness which is shown in Fig. 1.5 (Insert).
The results of their classification of the pebbles at site 3 are shown in Table 1.3 (Insert). Which two pebbles at site 3 are classified as rounded?
Pebble numbers ............ and ............ [1]
(iii) The mean (average) pebble length and pebble roundness results for each site are shown in Table 1.4 (Insert). Plot the results of site 5 on Fig. 1.6 below. [2]
Mean (average) pebble length and pebble roundness
00
20
40
60mean(average)
lengthof pebble
(mm)
mean(average)
pebbleroundness
score
Keymean(average)lengthmean(average)roundnessscore
80
100
0
1
2
3
4
1 2 3
downstreamsite
4 5 6
Fig. 1.6
(iv) Which conclusion in the table below is most accurate for Hypothesis 2: There is a relationship between the length and roundness of pebbles on the river bed? Tick your answer (3). [1]
Conclusion Tick (3)
Pebbles are longer and more rounded downstream
Pebbles are shorter and more rounded downstream
There is no relationship between pebble length and roundness
7
0460/42/F/M/18© UCLES 2018 [Turn over
(v) Support your conclusion with data from two sites.
...........................................................................................................................................
.......................................................................................................................................[1]
(f) Suggest how the students could have improved their data collection methods.
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[4]
[Total: 30]
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0460/42/F/M/18© UCLES 2018
2 A class of students in Cairo, Egypt were studying population migration. They decided to do a fieldwork investigation about migration in their country.
(a) Before they began their fieldwork they revised key terms to do with migration.
(i) Define the following terms:
internal migration ...............................................................................................................
...........................................................................................................................................
international migration. ......................................................................................................
.......................................................................................................................................[2]
(ii) Push and pull factors affect migration. Explain what is meant by a push factor and a pull factor.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
The students decided to test the following hypotheses:
Hypothesis 1: The reasons for migration to Cairo which are important to Egyptian males are different to the reasons which are important to Egyptian females.
Hypothesis 2: More migrants to Cairo come from rural areas in Egypt than from urban areas.
(b) To test these hypotheses their teacher gave the students a questionnaire to use. This is shown in Fig. 2.1 (Insert).
(i) The teacher suggested that the students should ask the question ‘Have you migrated within Egypt?’ before giving the questionnaire to a person.
Which two of the following explain why the teacher made this suggestion? Tick (3) your choices below.
Tick (3)
Only people who had migrated will be able to answer the questions.By asking this question the students will get the answer to the two hypotheses.People might refuse to answer the questionnaire because they are busy.The students will not continue to ask their questions if the person is a tourist.People may be frightened about answering questions from a group of strangers.
[2]
9
0460/42/F/M/18© UCLES 2018 [Turn over
(ii) Suggest three other pieces of advice the teacher would have given the students about how to use the questionnaire.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(iii) Two age groups are missing from the questionnaire in Fig. 2.1. Add the two missing age groups to the table below.
Age group
16–30
61–75
[2]
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0460/42/F/M/18© UCLES 2018
(c) (i) Table 2.1 (Insert) shows the results of Question 1 in the questionnaire. Use these results to complete Fig. 2.2 below to show the reasons why females moved
to Cairo from other parts of Egypt. [2]
Answers to Question 1 in the questionnaire
What is the most important reason why you migrated to Cairo?
0
Males
20 40 60 80 100 %
0
Females
higher wagesKey
20 40 60 80 100 %
regular work
marriage
more exciting lifestyle
support family back home
accompany wife / husband / partner
Fig. 2.2
(ii) The students made the conclusion that their results did support Hypothesis 1: The reasons for migration to Cairo which are important to Egyptian males are different to the reasons which are important to Egyptian females.
Support their conclusion with data from Fig. 2.2 and Table 2.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
11
0460/42/F/M/18© UCLES 2018 [Turn over
(d) (i) Table 2.2 (Insert) shows the results of Question 2 in the questionnaire. Use these results to plot the percentage of males migrating from urban areas in Fig. 2.3
below. [1]
Answers to Question 2 in the questionnaire
Did you migrate to Cairo from a rural area or an urban area?
7070% %
% %
60 50 40 30 20 10 0 0 10 20 30 40 50 607070 60 50 40 30 20 10 0 0 10 20 30 40 50 60
7070 60 50 40 30 20 10 0 0 10 20 30 40 50 607070 60 50 40 30 20 10 0 0 10 20 30 40 50 60
ruralarea
urbanarea
Males Females
Fig. 2.3
(ii) What conclusion would the students make about Hypothesis 2: More migrants to Cairo come from rural areas in Egypt than from urban areas ?
Use evidence from Fig. 2.3 and Table 2.2 to support your decision.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) How could the students use the information from the questionnaire (Fig. 2.1) about which age group people were in?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
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0460/42/F/M/18© UCLES 2018
(e) (i) One student used a source of secondary data to research the numbers of people who had migrated from Egypt to other areas of the world.
What is meant by secondary data? Give one example of a source of secondary data.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) The results of the student’s research are shown in Table 2.3 (Insert). Use the results to complete Fig. 2.4 below by plotting the number of migrants to Libya and Jordan. [2]
Main areas to which Egyptians migrated
Egypt Saudi
Arabia
JLibya
N
KK
To EuropeTo Europe
To North
America
To Australasia
less than 200 000
Scale
number of migrants
KeyJ = JordanK = KuwaitUAE = United Arab Emirates
200 000–400 000400 001–600 000more than 600 000
km0 1000
UAE
Fig. 2.4
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0460/42/F/M/18© UCLES 2018
(iii) Fig. 2.5 (Insert) is a different method of showing the results in Table 2.3. Which one of the methods shown in Figs. 2.4 and 2.5 do you think best shows the results? Give two reasons to support your choice.
Fig. ..............
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(iv) Identify two main trends of migration from Egypt which are shown in Figs. 2.4 and 2.5.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
[Total: 30]
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0460/42/F/M/18© UCLES 2018
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0460/42/F/M/18© UCLES 2018
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.
BLANK PAGE
*2100717175-I*
This document consists of 12 printed pages.
DC (LK/FC) 145003/5© UCLES 2018 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/42Paper 4 Alternative to Coursework February/March 2018INSERT 1 hour 30 minutes
READ THESE INSTRUCTIONS FIRST
The Insert contains Figs. 1.4 and 1.5 and Tables 1.1, 1.2, 1.3 and 1.4 for Question 1, and Figs. 2.1 and 2.5 and Tables 2.1, 2.2 and 2.3 for Question 2.
The Insert is not required by the Examiner.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0460/42/INSERT/F/M/18© UCLES 2018
Table 1.1 for Question 1
Measurements at site 5
Distance from left bank (m) Depth (m)
0 0.06
0.5 0.10
1 0.13
1.5 0.22
2 0.23
2.5 0.23
3 0.21
3.5 0.20
4 0.20
4.5 0.13
5 0.13
5.5 0.12
6 0.09
Mean (average) 0.16
3
0460/42/INSERT/F/M/18© UCLES 2018 [Turn over
Table 1.2 for Question 1
Results of the six sites
Site number
Distance from
source (km)
Width (m)Mean
(average) depth (m)
Cross sectional area (m2)
1 1.9 3.27 0.09 0.29
2 4.9 3.71 0.17 0.63
3 11.5 8.25 0.30 2.48
4 14.5 13.25 0.28 3.71
5 16.5 6.00 0.16 0.96
6 19.4 5.06 0.35 1.77
4
0460/42/INSERT/F/M/18© UCLES 2018
Fig. 1.4 for Question 1
5
0460/42/INSERT/F/M/18© UCLES 2018 [Turn over
Fig.
1.5
for Q
uest
ion
1
Pow
er’s
Sca
le o
f Rou
ndne
ss
Des
crip
tion
Rou
ndne
ss s
core
very
ang
ular
1
angu
lar
2
slig
htly
ang
ular
3
slig
htly
roun
ded
4
roun
ded
5
very
roun
ded
6
6
0460/42/INSERT/F/M/18© UCLES 2018
Table 1.3 for Question 1
Results of site 3
Pebble number
Length of pebble long axis (mm)
Pebble roundness
score
1 20 3
2 17 5
3 35 4
4 43 2
5 24 3
6 38 2
7 45 3
8 23 3
9 74 2
10 75 4
11 58 4
12 52 4
13 24 4
14 33 3
15 101 5
16 122 3
17 58 4
18 32 4
19 34 3
20 35 4
Average 47.15 3.45
7
0460/42/INSERT/F/M/18© UCLES 2018 [Turn over
Table 1.4 for Question 1
Mean (average) pebble length and pebble roundness
Site Number
Mean (average) pebble length
(mm)
Mean (average) pebble roundness
score
1 82.45 2.75
2 72.75 2.95
3 47.15 3.45
4 56.12 3.65
5 43.95 3.58
6 32.75 3.70
8
0460/42/INSERT/F/M/18© UCLES 2018
Fig. 2.1 for Question 2
Migration questionnaire
Age group:
16–30 .............. .............. 61–75
Gender: Male Female
1. What is the most important reason why you migrated to Cairo?
higher wages
regular work
marriage
more exciting lifestyle
support family back home
accompany wife/husband/partner
2. Did you migrate to Cairo from a rural area or an urban area?
rural area
urban area
Thank you for your help and time.
9
0460/42/INSERT/F/M/18© UCLES 2018 [Turn over
Table 2.1 for Question 2
Results of Question 1 in the questionnaire: What is the most important reason why you migrated to Cairo?
Most important reason for migration Percentage of males
Percentage of females
higher wages 36 10
regular work 32 12
marriage 3 30
more exciting lifestyle 4 3
support family back home 18 4
accompany wife/husband/partner 7 41
10
0460/42/INSERT/F/M/18© UCLES 2018
Table 2.2 for Question 2
Results of Question 2 in the questionnaire: Did you migrate to Cairo from a rural area or an urban area?
Type of area which people migrated from
Percentage of males
Percentage of females
rural 66 52
urban 34 48
11
0460/42/INSERT/F/M/18© UCLES 2018 [Turn over
Table 2.3 for Question 2
Migrants going from Egypt to other areas of the world
Area Number of migrants
Saudi Arabia 977 000
Libya 431 029
Jordan 287 353
Kuwait 229 882
United Arab Emirates 201 147
North America 373 559
Europe 316 088
Australasia 57 734
Total 2 873 792
12
0460/42/INSERT/F/M/18© UCLES 2018
Fig. 2.5 for Question 2
Main areas to which Egyptians migrated
010
Saudi ArabiaKey
20
30
4050
60
70
80
90
LibyaJordanKuwaitUnited Arab EmiratesNorth AmericaEuropeAustralasia
%
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.
® IGCSE is a registered trademark.
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 7 printed pages.
© UCLES 2018 [Turn over
Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/42 Paper 4 Alternative to Coursework March 2018
MARK SCHEME
Maximum Mark: 60
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 2018 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.
0460/42 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 2 of 7
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.
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.
0460/42 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 3 of 7
Question Answer Marks
1(a) Correct rows are 3,4,5 The river is not too deep to be able to stand safely in it (1) The sites are spread out along the course of the river (1) The water is clean and unpolluted (1)
(1 + 1 + 1)
3
1(b) MAX 2 marks for width and 2 for depth. Width of channel: Poles placed on each bank/side (1) Measure across river / from bank to bank / between poles OR side to side (1) Tape measure stretched/taut/perpendicular/at right angles to bank (1) Measure where river touches the bank (1) Depth of channel: Rest ruler/rod on river bed (1) Ruler/rod vertical (1) Measure where water level is (1) Equally spaced depth measurements across river (1)
2 × (1 + 1)
4
1(c) Completion of cross section, Fig. 1. Plotting 2 correct points = 1 mark each (4/0.2 and 4.5/0.13)
(1 + 1)
2
1(d)(i) The width and mean depth of the river increase and decrease downstream. 1
1(d)(ii) Plotting site 5 on Fig. 2. Site 5 at 6.0 width and 0.16 depth. 1
1(d)(iii) Plotting site 6 on Fig. 3. Site 6 and 1.77 area. 1
1(d)(iv) Hypothesis decision of ‘Partly true’ is given; do not credit if stated. Do not credit word ‘anomaly’ unless identified. Evidence Increases from site 1 to site 4 (1) Decreases at site 5 (1) Increases again to site 6 (1) Decreases at 5 and 6 overall (1) Credit up to 2 marks for paired data from table comparing two sites e.g. Site 1/at 1.9 km csa is 0.29 sq m. but increases at Site 4/14.5 km to csa 3.71 sq m(1).
(1 + 1 + 1 + 1)
4
0460/42 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 4 of 7
Question Answer Marks
1(d)(v) Examples Increased discharge / volume / flow / more water downstream (1) Tributaries join main river (1) Bed and banks are eroded (1) Channel eroded by abrasion/corrosion/hydraulic action (1) Bedrock may be weaker so increases rate of erosion (1) Specific human interference with river channel e.g. dredging/flood prevent (1)
(1 + 1 + 1)
3
1(e)(i) Put pebble into ‘teeth’/ jaw / mouth of callipers (1) Adjust/close callipers to hold/touch pebble (1) Use scale of callipers / look at reading on scale/ measure gap between ‘teeth’ with ruler (1)
(1 + 1)
2
1(e)(ii) Pebbles 2 and 15 – need both for the mark. 1
1(e)(iii) Plotting two bars at site 5 on Fig. 5. 43.95 mean length (allow 44 on line) and 3.58 mean roundness score. Ignore shading.
(1 + 1)
2
1(e)(iv) Pebbles are shorter and more rounded downstream. 1
1(e)(v) Paired data from 2 sites from table. Need ref. to sites / distance downstream. e.g. At site 1/1.9 km mean length is 82.45 mm and roundness score is 2.75 and at site 6/19.4 mean length is 32.75 mm and roundness score is 3.7
1
1(f) Examples Measure width at more than one point at each site and calculate average (1) Measure depth at smaller intervals/less than 0.5 m across channel (1) Sample more than 20 pebbles/more pebbles at each site (1) Systematic sampling/ take pebbles at equal intervals across channel (1) More students use roundness scoring chart to check results (1) Measure at more sites along the river (1) Investigate volume or weight / measure more dimensions (1) Measure at equal / regular intervals along/downstream river course (1) Do a pilot study to practise method (1) Use pebbleometer/electronic callipers (1)
(1 + 1 + 1 +1)
4
0460/42 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 5 of 7
Question Answer Marks
2(a)(i) Internal migration: movement of people within a country (1) International migration: movement of people from one country to another / between countries (1)
(1 + 1)
2
2(a)(ii) One mark each for definition of Push and Pull: NOT examples of push / pull factors Push: people want to leave / want to move out / go from OR Force people to leave OR Negative factors. Pull: attract / bring people to / to move into / attract OR Make people want to live in OR Positive factors
(1 + 1)
2
2(b)(i) Tick needed in Rows 1 and 4. Only people who had migrated will be able to answer the questions. (1) The students will not continue to ask their questions if the person is a tourist (1)
(1 + 1)
2
2(b)(ii) Ideas such as: Choose a variety of people / choose people of different age or gender/equal men/women (1) Don’t just ask people you know (1) Introduce yourself / explain purpose of survey (1) Have a system for choosing people such as every 10th person / random / have a sampling method (1) Accept if people don’t want to answer or fill it in / don’t argue / be polite / thank them/don’t disturb or force them to answer /avoid if busy (1) Don’t approach people in a big group / work in pairs / don’t work alone /use public places(1) Don’t block pavement / doorway (1) Go to different parts (of the CBD) / don’t all go to the same area/go to most populated places/go to busy places (1) Don’t ask people under 16 (1) (1 + 1 + 1)
3
2(b)(iii) 31 – 45 (1) 46 – 60 (1) If give stats that work but not correct intervals award 1 max e.g. 31–40, 41–60.
(1 + 1)
2
2(c)(i) Completion of divided bar graph, Fig. 7 (support family and accompany partner) 1 mark for dividing line at 59 from left/41 from right. 1 mark for two correct shadings.
(1 + 1)
2
0460/42 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 6 of 7
Question Answer Marks
2(c)(ii) Hypothesis decision is given as support; marks only for evidence. Evidence One main reason for males is higher wages but for females is to accompany partner / husband (1) Another main reason for males is regular work and for females is marriage (1) Comparison of paired data to show importance of different reasons to 1 mark max. and reserve. Stats may be grouped if give two reasons. e.g. highest males higher wages = 36% but female highest to accompany partner = 41%. (1) e.g. highest males higher wages = 36% but female higher wages only 10%.
(1 + 1 + 1)
3
2(d)(i) Completion of horizontal bar at 34 plus correct shading on Fig. 8 (males from urban areas).
1
2(d)(ii) Hypothesis 2 is correct/true/agree with – 1 mark reserve For both males and females there are more migrants from rural areas (1) Credit 1 mark for paired data which compares rural and urban e.g. males 66/34% and females 52/48%. (1) If decision is false/not true/partly true give 0 and do not mark rest.
(1 HA + 1 + 1)
3
2(d)(iii) Examples To check if there are answers from a range of age groups (1) To see if there is any relationship between age group and reasons for migration (1) To see if there is any relationship between age group and reasons for move from rural or urban area (1)
(1 + 1)
2
2(e)(i) Definition: Collected from other sources / collected by others / not collected by self already available / second hand / already been processed (1) Example: books / internet / data table / newspaper / document / map / Wikipedia(1)
( 1 + 1)
2
2(e)(ii) Completion of flow line map, Fig. 9. Arrows must start in Egypt; ignore shading. Arrows to Libya (431,029) and Jordan (287,353).
( 1 + 1)
2
0460/42 Cambridge IGCSE – Mark Scheme PUBLISHED
March 2018
© UCLES 2018 Page 7 of 7
Question Answer Marks
2(e)(iii) Credit only positives for method chosen; not criticism of other technique. Fig. 2.4 : Flow line map Shows direction of migration / where people are going to (1) Shows /can see comparison between destination areas (1) Shows number of migrants / how many / exact number / total number (1) OR Fig. 2.5: Pie chart: Shows / compares proportions (1) Can read percentages from graph (1)
(1 + 1)
2
2(e)(iv) Examples Most/more/majority migrants go to areas / countries nearby / next to (1) Highest number go to Saudi Arabia (1) Most/more/majority go to LEDCs (1) Most/more go to the East (1) As distance increases the numbers migrating decreases (1)
(1 + 1)
2
Head of the Department / Subject Coordinator Head of Shikhar
HOLIDAY REVISION WORK 2020: Class X IGCSE
SUBJECT: HISTORY
Time to beSpent (1 Hourper day for 10Days):
10 hours
WorkSpecification: Revision for Papers 2 and 4
Materials /ResourcesRequired:
PPTs; text book and notes on Teams
Instructions /Guideline:
GENERAL INSTRUCTIONSThis is the time for you to get your facts in place for the DepthStudies and the Source Paper topic.
Depth Studies: Germany, 1918–45You are to read all the PPTs that will be emailed to you forPaper 4.Use an hour each day to
Read the PPTsThen check your textbookAnd work to create introduction and an evaluation foreach of the four following questions:
WORK TO BE DONE1. How important were the territorial terms of the Treaty ofVersailles as a cause of problems in early Weimar Germany?Explain your answer. [40]2. How significant were the SA and SS in securing Nazi powerby 1934? Explain your answer. [40]
Head of the Department / Subject Coordinator Head of Shikhar
3. How important was the 25-Point Programme in thedevelopment of the Nazi Party to 1934? Explain your answer.[40]4 How significant was Himmler in establishing the Nazidictatorship? Explain your answer. [40]
Specifics:Remember that the introduction has to do with the ‘why’ ofthe question.And the evaluation has to do with your stand on howsignificant or important that particular event was incomparison to the other points you have discussed.
Source Paper: Who was to blame for the Cold War?
You will have to answer the Source Paper that will be emailedto you before the first of May, 2020.
Specifics:You will have to do this like an exam. If you cheat, theonly person you are cheating is yourself.Study the topic from your textbook.Create timelines/ download them from the net.Ensure that you know the names of the leadersinvolved, the different events, the chronology of events.
On the day that you do the test,
You have two hours to complete the paper.Please remember that you should not explain thesource, but actually evaluate it.You should state your answer in the first sentence.Q6 should consider all the sources in the paper. Somewill be for the hypothesis and some against, while somecould be both. State these in the first sentence.
Any Other Information: If you need help during the holidays, feel free to eitherWhatsApp or email me.
Date of submission: 11 June 2020
Head of the Department / Subject Coordinator Head of Shikhar
HOLIDAY HOMEWORK: Class 10 IG
Summer Vacation, 2020
SUBJECT :
HINDI
Time to be Spent (Hours per day for ___ Days) :
1 Hour daily for 7 days
Work Specification :
IGCSE HOME WORK
Materials Required :
Note Book , Internet
Instructions / Guidelines :
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Head of the Department / Subject Coordinator Head of Shikhar
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Any other Information : dk;Z LoPNrk ls rFkk lqUnj ys[k esa gh djsaA
DATE OF SUBMISSION : ifj;kstuk dk;Z tek djus dh vafre rkjh[k 11&06 &2020 gS A
Head of the Department / Subject Coordinator Head of ShikharThis home-work sheet consists of 1 printed page/s. Page 1 of 1
HOLIDAY HOMEWORK : Class 10 – IGSummer Vacation, 2020
SUBJECT : PHYSICS
WorkSpecification : IGCSE physics Past papers.
Instructions /Guidelines :
The whole work to be done on a separate Notebook of file:
Solve all the Past papers attached according to the coveredportion of the last academic session till April 2020 and write it inthe separate note book or file.
All the related calculations to be show on the same pageonly.
Drawing of diagrams should be done with pencil. Handwritten or typed answer will be accepted. Originality of the answer will be awarded with extra
credit. The question will be followed by the answer.
i.e the questions for the individual answers to beattached.
For descriptive and ATP answers should be written in thespace provide by the qp.
For MCQ the correct options should be underlined.
Any other Information: The quality of the work is more important than the volume of theassignment.Add extra sheets whenever needed.
Date of Submission: 22nd June 2020
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
IB15 03_0625_12/5RP © UCLES 2015 [Turn over
*1743635004*
Cambridge International Examinations Cambridge International General Certificate of Secondary Education
PHYSICS 0625/12
Paper 1 Multiple Choice February/March 2015
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.
2
© UCLES 2015 0625/12/F/M/15
1 A student uses a measuring cylinder to measure the volume of some water. The diagram shows part of the measuring cylinder. The top and bottom of the meniscus are labelled.
50
45
40
top of meniscus
bottomof meniscus
cm3
What is the volume of the water?
A 47.0 cm3 B 47.5 cm3 C 49.0 cm3 D 49.5 cm3 2 The graph represents the motion of a train travelling between two stations.
00
100 200 300 400 500
20
10
600 700 800 900
speedm / s
time / s
Which statement about the train is correct?
A Its acceleration takes a longer time than its deceleration.
B It travels at constant speed for less than half of its journey time.
C It travels 2000 m in the first 100 s.
D It travels 10 000 m at constant speed.
3
© UCLES 2015 0625/12/F/M/15 [Turn over
3 A car travels 6.0 km along a main road in 6.0 minutes. It then travels 2.0 km along a minor road in 6.0 minutes.
mainroad
minorroad
6.0 km
6.0 minutes
2.0 km
6.0 minutes
Which calculation of average speed for the whole journey is correct?
A 8.0 ÷ 12.0 = 0.67 km / minute
B 12.0 ÷ 8.0 = 1.5 km / minute
C 8.0 + 12.0 = 20 km / minute
D 8.0 × 12.0 = 96 km / minute 4 Two metal blocks P and Q have identical dimensions. They hang on identical spring balances.
01234
65
N01234
65
N
P
Q
What can be deduced about P and Q?
A They have different volumes and different weights.
B They have different volumes, but equal masses.
C They have equal volumes and equal weights.
D They have equal volumes, but different masses.
4
© UCLES 2015 0625/12/F/M/15
5 A person measures the length, width, height and mass of a metal block with rectangular sides.
Which of these measurements must be used in order to calculate the density of the metal?
A mass only
B height and mass only
C length, width and height only
D length, width, height and mass 6 The diagram shows the only three forces acting on an object.
5.0 N3.0 N
2.0 N
What is the resultant force on the object?
A 0 N
B 5.0 N towards the left
C 5.0 N towards the right
D 10.0 N towards the right 7 A uniform rod rests on a pivot at its centre. The rod is not attached to the pivot. Forces are then
applied to the rod in four different ways, as shown. The weight of the rod can be ignored.
Which diagram shows the rod in equilibrium?
A
100 N
100 N
B100 N 100 N
C
100 N 100 N
D
100 N 100 N
100 N
5
© UCLES 2015 0625/12/F/M/15 [Turn over
8 A helicopter takes off from the ground and rises vertically. It then hovers at a constant height above the ground.
Which sequence of energy changes takes place during the gain in height?
A chemical → gravitational potential → kinetic
B chemical → kinetic → gravitational potential
C gravitational potential → chemical → kinetic
D kinetic → chemical → gravitational potential 9 Four people of equal weight on a beach use different routes to get to the top of a sea wall.
beach
slipway
ladder
sea wall
Which person produces the greatest average power?
person route time taken / s
A runs across the beach, then climbs the ladder 8
B walks across the beach, then climbs the ladder 16
C runs up the slipway 5
D walks up the slipway 10
10 A vehicle sinks into soft ground. The vehicle is changed so that it does not sink as far.
Which change is made?
A a lower centre of mass
B a more powerful engine
C wheels that are further apart
D wider tyres
6
© UCLES 2015 0625/12/F/M/15
11 A manometer is used to measure the pressure of a gas trapped in a cylinder.
At which labelled point on the diagram is the pressure greatest?
gascylinder
A C
D
B
12 Extremely small pollen grains in water are viewed through a microscope. The grains are seen to
move continually and randomly.
What is the reason for this random movement?
A The grains are moved by randomly moving water molecules.
B The grains are moved by random convection currents in the water.
C The grains are moved by random rays of light reflecting off them.
D The grains are moved by the random motion of their own atoms. 13 A gas is compressed in a sealed cylinder by moving a piston.
gas
initial position
piston
gas
after gas has been compressed
piston
Which row in the table states what happens to the density of the gas and to the pressure of the gas when it is compressed?
density pressure
A decreases decreases
B decreases increases
C increases decreases
D increases increases
7
© UCLES 2015 0625/12/F/M/15 [Turn over
14 When steam condenses it becomes liquid water. When liquid water solidifies it becomes ice.
What happens to the temperature of steam while it is condensing, and what happens to the temperature of water while it is solidifying?
temperature of steam while it is condensing
temperature of water while it is solidifying
A decreases decreases
B decreases stays the same
C stays the same decreases
D stays the same stays the same
15 A thermometer has graduations which start at –10 °C and end at 110 °C.
–10 0 100 110
°C
What is the lower fixed point and what is the upper fixed point of the Celsius scale?
lower fixed point
/ °C
upper fixed point
/ °C
A –10 100
B –10 110
C 0 100
D 0 110
16 What is the name of the process of heat transfer using electromagnetic waves?
A conduction
B convection
C evaporation
D radiation
8
© UCLES 2015 0625/12/F/M/15
17 Ice is trapped by a metal gauze at the bottom of a tube containing water.
The water is heated strongly at the top, but the ice only melts very slowly.
heat
water boiling
metal gauze
ice
Why does the ice melt so slowly?
A Heat energy always travels upwards.
B Hot water is more dense than cold water.
C Metal gauze does not allow heat to pass through.
D Water is a poor conductor of heat. 18 A transverse wave moves along a rope.
The diagram shows the position of the rope at one particular time.
W X Y Z
rope
Which two labelled points are one wavelength apart?
A W and X B W and Z C X and Z D Y and Z
9
© UCLES 2015 0625/12/F/M/15 [Turn over
19 The diagram shows a water wave passing through a gap in a harbour wall. The wavefronts curve round the wall and reach a small boat in the harbour.
boat
harbour wall
harbour
wavefront
gap
What is the name of this curving effect, and how can the gap be changed so that the wavefronts do not reach the boat?
name of effect change to the gap
A diffraction make the gap slightly bigger
B diffraction make the gap slightly smaller
C refraction make the gap slightly bigger
D refraction make the gap slightly smaller
20 Which labelled distance is the focal length of the lens?
A
C
B
D
10
© UCLES 2015 0625/12/F/M/15
21 A ray of light is reflected by two parallel plane mirrors X and Y.
mirror X
mirror Y
30°
30°eye
Which statement is correct?
A The angle of incidence at mirror X is 30°.
B The angle of incidence at mirror Y is 60°.
C The angle of reflection at mirror X is 120°.
D The angle of reflection at mirror Y is 0°. 22 How do infra-red waves differ from ultraviolet waves?
A Infra-red waves are longitudinal.
B Infra-red waves have a lower speed in vacuo (in a vacuum).
C Infra-red waves have lower frequencies.
D Infra-red waves have smaller wavelengths. 23 What is the approximate range of audible sound frequencies for a human with good hearing?
A from 20 Hz to 2000 Hz
B from 20 Hz to 20 000 Hz
C from 200 Hz to 20 000 Hz
D from 200 Hz to 200 000 Hz
11
© UCLES 2015 0625/12/F/M/15 [Turn over
24 A pulse of sound is produced at the bottom of a boat. The sound travels through the water and is reflected from the sea-bed. The sound reaches the boat again after 1.3 s. The sea-bed is 1000 m below the boat.
sea-bed
boat
1000 m
Using this information, what is the speed of sound in the water?
A 769 m / s B 1300 m / s C 1538 m / s D 2600 m / s 25 Which metal is suitable to use to make a permanent magnet?
A aluminium
B brass
C iron
D steel 26 The diagram shows two magnets and two iron rods placed in a line.
N S
magnet ironrod
N S
magnet
J
ironrod
K
Which magnetic poles are induced at the ends J and K of the iron rods?
pole induced
at end J pole induced
at end K
A N N
B N S
C S N
D S S
12
© UCLES 2015 0625/12/F/M/15
27 A teacher wishes to show the production of electrostatic charges.
She holds a rod and rubs it with a cotton cloth. A copper rod, a glass rod, a plastic rod and a steel rod are available.
Which two rods would both be suitable to use?
A a copper rod and a glass rod
B a glass rod and a plastic rod
C a plastic rod and a copper rod
D a plastic rod and a steel rod 28 A student wishes to determine the resistance of a resistor. She uses an ammeter and a voltmeter
in a circuit.
In which circuit are the ammeter and voltmeter connected correctly?
A V
A
A
V
A
V
B
C
A
V
D
13
© UCLES 2015 0625/12/F/M/15 [Turn over
29 A battery is connected to two crocodile clips and a lamp.
There is a gap between the crocodile clips.
crocodile clips
Four cylinders W, X, Y and Z are made of the same metal but have different dimensions. The cylinders are connected in turn, by their ends, between the crocodile clips. The diagrams of the cylinders are all drawn to the same scale.
W
X
Y
Z
Which cylinder makes the lamp glow most brightly and which cylinder makes the lamp glow least brightly?
most brightly least brightly
A W Y
B W Z
C X Y
D X Z
14
© UCLES 2015 0625/12/F/M/15
30 In which circuit can the lamps be switched on and off independently?
A B
DC
31 Two resistors, with resistances R1 and R2, are connected in parallel.
The resistance R1 is greater than the resistance R2.
R1
R2
What is the resistance of the parallel combination?
A less than either R1 or R2
B equal to R1
C equal to R2
D the average of R1 and R2
15
© UCLES 2015 0625/12/F/M/15 [Turn over
32 In the circuit shown, the switch is closed for a long time, then opened.
V V
V
voltmeter 1
voltmeter 2 voltmeter 3
resistor capacitor
Immediately after the switch is opened, which of the voltmeters reads zero?
A voltmeter 1 only
B voltmeter 2 only
C voltmeter 3 only
D voltmeter 1, voltmeter 2 and voltmeter 3 33 Either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that
could cause overheating.
electricalsupply
X
Y appliance
cable
cable
live
neutral
When a fuse is used, where should it be connected, and when a circuit-breaker is used, where should it be connected?
position of fuse
position of circuit-breaker
A X X
B X Y
C Y X
D Y Y
16
© UCLES 2015 0625/12/F/M/15
34 Which device uses slip rings?
A a d.c. electric motor
B a relay
C a transformer
D an a.c. generator 35 The diagram shows a coil of wire connected to a voltmeter.
V
coil of wire
A student has a magnet and an unmagnetised iron rod.
How can an e.m.f. be induced across the coil?
A holding the magnet inside the coil
B holding the iron rod inside the coil
C pushing the magnet into the coil
D pushing the iron rod into the coil 36 A step-down transformer is used to light a 12 V lamp from a 240 V mains supply. The lamp lights
at normal brightness. The primary coil has 600 turns.
240 V 12 V lamp
primary coil600 turns
secondary coil
How many turns are in the secondary coil?
A 12 B 20 C 30 D 50
17
© UCLES 2015 0625/12/F/M/15
37 What happens in the process of thermionic emission?
A Complete molecules are emitted from the surface of a hot liquid.
B Single atoms are emitted from the surface of a hot liquid.
C Electrons are emitted from the surface of a hot metal.
D Protons are emitted from the surface of a hot metal.
38 Which row shows the relative ionising effects and penetrating abilities of α-particles and
β-particles?
ionising effect penetrating ability
A α greater than β α greater than β
B α greater than β α less than β
C α less than β α greater than β
D α less than β α less than β
39 A radioactive substance has a half-life of 2 weeks. At the beginning of an investigation, a sample
of the substance emits 3000 β-particles per minute.
How many β-particles will it emit per minute after 6 weeks?
A 0 B 375 C 500 D 1500
40 A nuclide has the symbol C14
6.
How many protons are there in one nucleus of this nuclide?
A 6 B 8 C 14 D 20
18
© UCLES 2015 0625/12/F/M/15
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19
© UCLES 2015 0625/12/F/M/15
BLANK PAGE
20
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.
© UCLES 2015 0625/12/F/M/15
BLANK PAGE
This document consists of 16 printed pages.
DC (NF/JG) 95528/2© UCLES 2015 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
*4817934472*
PHYSICS 0625/32
Paper 3 Extended February/March 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2).
At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0625/32/F/M/15© UCLES 2015
1 (a) A large stone, initially at rest, falls from the top of a building. The stone takes 3.2 s to fall to the ground. For this stone, air resistance can be ignored.
(i) Stating the formula that you use, show that the speed of the stone when it hits the ground is 32 m / s.
[1]
(ii) On Fig. 1.1, draw the speed-time graph for the fall of the stone. Label with an X the line on the graph. [1]
speedm / s
40
30
20
10
00 1 2 3 4
time / s
Fig. 1.1
(iii) Use the graph in (ii) to determine the height of the building.
height = ........................................................ [2]
(b) A smaller stone than the stone in (a) falls from the same building. This stone is affected by air resistance.
(i) What happens to the air resistance as the stone falls? Underline your choice of answer.
Air resistance decreases. Air resistance is constant. Air resistance increases. [1]
(ii) On Fig. 1.1, draw a possible speed-time graph for the fall of this stone. Label with a Y this line on the graph. [3]
[Total: 8]
3
0625/32/F/M/15© UCLES 2015 [Turn over
2 The rocket shown in Fig. 2.1 is about to be launched.
rocket
Fig. 2.1
The total mass of the rocket and its full load of fuel is 2.8 × 106 kg. The constant force provided by the rocket’s motors is 3.2 × 107 N.
(a) Calculate
(i) the total weight of the rocket and the fuel,
weight = ........................................................ [1]
(ii) the resultant force acting on the rocket,
resultant force = ........................................................ [2]
(iii) the vertical acceleration of the rocket immediately after lift-off.
acceleration = ........................................................ [2]
(b) Suggest why the acceleration of the rocket increases as it rises above the Earth’s surface.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 6]
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3 (a) Complete the following statement.
An object is in equilibrium when both the .................................................................. and the
.................................................................. on the object are zero. [2]
(b) Fig. 3.1 shows a ladder AB. End A of the ladder rests against a vertical wall. End B rests on rough ground.
3.2 m
ground
240 N
1.2 m
A
PB
ladder
wall
F
Fig. 3.1
Fig. 3.1 shows two of the forces acting on the ladder. The only force on the ladder at A is F, which acts at right-angles to the wall. The weight of the ladder is 240 N acting at the centre of mass of the ladder.
(i) 1. Calculate the moment of the weight of the ladder about point B.
moment = ........................................................ [1]
2. Write an expression, in terms of F, for the moment of F about point B.
moment = ........................................................ [1]
(ii) Use your answers from (i) to calculate F.
F = ........................................................ [2]
5
0625/32/F/M/15© UCLES 2015 [Turn over
(iii) Explain why there must be an upwards force acting on the ladder at B.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 7]
6
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4 A scientist finds that the temperature of the water at the bottom of waterfalls is greater than the temperature of the water at the tops of those waterfalls.
(a) (i) State the type of energy that falling water has because of its motion.
...................................................................................................................................... [1]
(ii) In one waterfall, the water falls 300 m.
Calculate the decrease in the gravitational potential energy (g.p.e.) of 1.0 kg of water as it falls through this distance.
decrease in g.p.e. = ........................................................ [2]
(iii) Assume that the increase in internal energy of the 1.0 kg of water is equal to its decrease in g.p.e.
Calculate the rise in temperature of the water. The specific heat capacity of water is 4200 J / (kg °C).
rise in temperature = ........................................................ [2]
(iv) Suggest a reason why the actual increase in temperature of the water is less than the value calculated in (a)(iii).
...........................................................................................................................................
...................................................................................................................................... [1]
(b) State why the thermometer used to measure the temperature of the water in the scientist’s experiment required a high sensitivity.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 7]
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5 (a) State the type of electromagnetic radiation
(i) used in luggage security checks at airports,
...........................................................................................................................................
(ii) used by remote controls for TV sets.
...........................................................................................................................................[2]
(b) (i) The electromagnetic waves used in a microwave oven have a frequency of 2.45 × 109 Hz. The speed of the waves is 3.00 × 108 m / s.
Calculate the wavelength of the waves.
wavelength = ........................................................ [2]
(ii) A 150 g block of ice at 0 °C is placed in the oven. The input power of the oven is 1100 W. The energy absorbed by the block is 65% of the input energy.
Calculate the time taken to melt the ice to water at 0 °C. The specific latent heat of fusion of ice is 330 J / g.
time = ........................................................ [4]
[Total: 8]
8
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6 Fig. 6.1 shows a glass block ABCD surrounded by air. A ray of red light, PQ, is incident on face CD of the block.
B
CD
A
P
Q
Fig. 6.1
(a) On Fig. 6.1,
(i) draw the normal at Q and the refracted ray inside the block so that it meets face AB,
(ii) draw the ray emerging from face AB of the block and the normal where the ray emerges,
(iii) between the rays and the normals you have drawn, label two equal angles X.[3]
9
0625/32/F/M/15© UCLES 2015 [Turn over
(b) The angle of incidence of another red ray is 65°. The refractive index of the glass of block ABCD for red light is 1.62.
(i) Calculate the angle of refraction in the glass for this ray.
angle = ........................................................ [2]
(ii) The speed of light in air is 3.0 × 108 m / s.
Calculate the speed of the red light in the glass.
speed = ........................................................ [2]
(c) For the same angle of incidence, the angle of refraction of red light in glass is greater than the angle of refraction of violet light.
State the term which describes the separation of red and violet refracted rays in glass.
.............................................................................................................................................. [1]
[Total: 8]
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7 (a) (i) State what is meant by an electric field.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Fig. 7.1 shows a small, positively charged sphere.
+
Fig. 7.1
On Fig. 7.1, sketch the pattern of the electric field in the space around the sphere. [2]
11
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(b) Fig. 7.2 shows a metal sphere on an insulating support.
Fig. 7.2
A student has available two rods, one charged positively and one charged negatively. Using one of these rods, she gives the sphere a uniform negative charge by induction.
State which rod she chooses, and describe the procedure she follows.
...................................................................................................................................................
...................................................................................................................................................
. ..................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 7]
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8 (a) Fig. 8.1 shows a 12.0 V battery connected to a resistor and a component X in series.
4.0 X
12.0 V
Fig. 8.1
(i) Identify the component X.
...................................................................................................................................... [1]
(ii) The p.d. across the 4.0 Ω resistor is 11.3 V.
Calculate
1. the p.d. across component X,
p.d. = ........................................................ [1]
2. the current in the 4.0 Ω resistor.
current = ........................................................ [2]
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(b) The circuit in Fig. 8.1 is now modified as shown in Fig. 8.2.
8.0
4.0
12.0 V
Fig. 8.2
(i) Calculate
1. the current in the 8.0 Ω resistor,
current = ........................................................ [1]
2. the current in the battery.
current = ........................................................ [1]
(ii) The battery is now reversed.
State the current in the battery.
current = ........................................................ [1]
[Total: 7]
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9 Fig. 9.1 shows a simple electric motor with a single rectangular coil between magnetic poles X and Y.
P
X Y
coil
Fig. 9.1
(a) (i) Add labels to the empty boxes to the right of Fig. 9.1, to identify the parts indicated. [2]
(ii) The coil rotates in a clockwise direction when viewed from point P.
State which of the magnetic poles, X or Y, is the N-pole. .............................................. [1]
(b) (i) Suggest two changes that cause the motor to spin faster.
1. .......................................................................................................................................
2. .......................................................................................................................................[2]
(ii) State the effect on the motor of reversing the connections to the battery.
...................................................................................................................................... [1]
(c) The battery in Fig. 9.1 is replaced with a resistor. The coil is made to rotate by an external mechanism.
Explain why there is a current in the resistor.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
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0625/32/F/M/15© UCLES 2015 [Turn over
10 Some older types of oscilloscope contain a cathode-ray tube.
(a) In a cathode-ray tube,
(i) 1. state the purpose of the heater,
...........................................................................................................................................
2. identify the electrode that emits electrons,
...........................................................................................................................................
3. identify the electrode that accelerates electrons.
...........................................................................................................................................[3]
(ii) Explain why the space inside the tube is a vacuum.
...........................................................................................................................................
...................................................................................................................................... [1]
(b) The trace shown in Fig. 10.1 is seen on the screen of the tube.
Fig. 10.1
State
(i) what causes the up and down movement of the electron beam,
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) what causes the horizontal movement of the electron beam,
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) how the peak-to-peak height of the trace on the screen can be reduced.
...................................................................................................................................... [1]
[Total: 8]
16
0625/32/F/M/15© UCLES 2015
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.
11 In a famous experiment, a beam consisting of a very large number of α-particles was projected, in a vacuum, at a very thin gold foil.
Fig. 11.1 shows the paths of three of the α-particles A, B and C travelling towards the foil.
A
B
C
gold foil
Fig. 11.1
α-particle A is travelling along a line which does not pass very close to a gold nucleus. α-particle B is travelling along a line which passes close to a gold nucleus. α-particle C is travelling directly towards a gold nucleus.
(a) Explain why an α-particle and a gold nucleus repel each other.
.............................................................................................................................................. [1]
(b) On Fig. 11.1, draw lines with arrows to show the continuation of the paths of α-particles A, B and C. [3]
(c) State two conclusions, about gold atoms, which resulted from the experiment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 6]
This document consists of 14 printed pages and 2 blank pages.
DC (NH/CGW) 94506/4© UCLES 2015 [Turn over
*4390321859*
PHYSICS 0625/62
Paper 6 Alternative to Practical February/March 2015
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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.
The 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
2
0625/62/F/M/15© UCLES 2015
1 A student is determining the mass of a metre rule by a balancing method.
He is using the apparatus shown in Fig. 1.1.
mass Mmetre rule
pivot50.0 cm mark 95.0 cm mark
ba
Fig. 1.1
(a) He places the metre rule on the pivot and then places a mass M = 20 g with its centre at the 95.0 cm mark.
Suggest how he could ensure that the mass is placed accurately at the 95.0 cm mark. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Keeping the mass at the 95.0 cm mark, he adjusts the position of the metre rule on the pivot until the metre rule is as near to being balanced as possible.
The student then determines the distance a between the 50.0 cm mark and the pivot and the distance b between the 95.0 cm mark and the pivot.
He repeats the procedure for values of M = 40 g, 60 g, 80 g and 100 g. His results are shown in Table 1.1.
Table 1.1
M / g a / cm b / cm S
20 6.5 38.5
40 11.2 33.8
60 15.2 29.8
80 17.1 27.9
100 20.0 25.0
For each value of M, calculate and record in the table the value S, where S = ab
. [1]
3
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(c) Plot a graph of S (y -axis) against M / g (x-axis).
[4]
(d) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the necessary information.
G = ...........................................................[1]
(ii) The mass MR of the metre rule is numerically equal to 1G
.
Write down a value for MR to a suitable number of significant figures for this experiment.
MR = ........................................................g [1]
4
0625/62/F/M/15© UCLES 2015
(e) Determination of MR by this method relies on the centre of mass of the rule being at the 50.0 cm mark.
Suggest how you could use the apparatus to test whether this is the case. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 9]
5
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2 The class is investigating whether the insulation around a container affects the rate at which water cools.
Two test-tubes are set up as shown in Fig. 2.1.
A
thermometers
B
Fig. 2.1
Test-tube A has one layer of insulation. Test-tube B has three layers of insulation. This is indicated by the cross-sections of the test-tubes shown in Fig. 2.2.
test-tube A
three layersof insulation
overlap fixed by tape
one layer ofinsulation
test-tube B
Fig. 2.2
6
0625/62/F/M/15© UCLES 2015
(a) The students pour hot water into each test-tube, up to the level of the top of the insulation.
They record, in Table 2.1, the temperatures θ of the water in each test-tube and immediately start a stopclock. They also record the temperatures θ at times t = 30 s, 60 s, 90 s, 120 s,150 s and 180 s.
Complete the table.
Table 2.1
test-tube A(1 layer)
test-tube B(3 layers)
t / θ / θ /
71.0 75.5
68.5 73.5
66.0 71.0
64.0 69.5
62.0 67.5
60.5 66.0
58.5 64.5
[2]
(b) From the results in the table, state how increasing the number of layers of insulation affects the rate at which water cools. Justify your answer by referring to the results.
statement ..................................................................................................................................
...................................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
................................................................................................................................................... [2]
(c) State two ways in which the temperature readings in this experiment could be made as reliable as possible.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2]
7
0625/62/F/M/15© UCLES 2015 [Turn over
(d) Suggest two improvements to the apparatus or procedures which will ensure that the investigation into the effect of insulation on the rate of cooling is more reliable.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2]
[Total: 8]
8
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3 Some students are investigating the link between the brightness of a filament lamp and its resistance.
The circuit is shown in Fig. 3.1.
power supply3 V
A
0.0 cm mark
metre rule
resistance wire
crocodile clip
l
Fig. 3.1
(a) On Fig. 3.1, use standard symbols to show a voltmeter connected to measure the potential difference across the lamp. [1]
(b) The students attach the crocodile clip to various lengths l of the resistance wire and record, in Table 3.1, the potential difference V and the current I for the lamp. They also record observations of the lamp filament.
Table 3.1
l / cm V / V I / A observation of lamp filament
R / Ω
100 2.5 0.26 bright
60 1.5 0.19 dim
20 0.5 0.11 just glowing
9
0625/62/F/M/15© UCLES 2015 [Turn over
Voltmeters with the ranges shown in Fig. 3.2 are available.
1.0
V
1.2 1.41.6
1.82.0
0.80.60.4
0.20
V
34
5
21
0
5
V
6 7 89
10
4321
0
Fig. 3.2
(i) On Fig. 3.2, circle the voltmeter which is most appropriate for this experiment.
(ii) Draw an arrow on this voltmeter to show the reading when the crocodile clip is attached to a length l = 60 cm of the resistance wire.
[2]
(c) Calculate, and record in the table, the resistance R of the lamp for each value of l, using the equation R = V
I. [2]
(d) From the results and the observations of the lamp filament, state the link, if any, between the brightness of the lamp and its resistance. Explain clearly how the results support your statement.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
................................................................................................................................................... [2]
10
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(e) A student wishes to see if another lamp shows the same link between brightness and resistance. However, his lamp only glows dimly when a potential difference of 3 V is applied across it.
The student decides that a method using a resistance wire is not suitable.
Suggest an alternative circuit and apparatus which would allow him to vary the brightness of his lamp and measure the potential difference and current for his lamp. You may draw a circuit diagram.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 10]
11
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12
0625/62/F/M/15© UCLES 2015
4 A student is carrying out an experiment with a small converging lens. The student sets up the apparatus as shown in Fig. 4.1. The distances are shown full size.
illuminatedobject screen
lens
u1 v1
Fig. 4.1
(a) She moves the screen until a sharp image of the illuminated object appears on the screen.
(i) Using Fig. 4.1, measure and record the distance u1 between the illuminated object and the lens, and the distance v1 between the lens and the screen.
u1 = ...............................................................
v1 = ............................................................... [2]
(ii) Calculate a value for the focal length f of the lens, using your results from (a)(i) and the
equation f = u1v1
(u1 + v1) .
f = ...........................................................[2]
(b) Keeping the illuminated object and screen in the same positions, she moves the lens towards the screen until a second sharp image is seen on the screen. The distances are shown full size.
illuminatedobject screen
lens
u2
Fig. 4.2
(i) Using Fig. 4.2, measure and record the new distance u2 between the illuminated object and the lens.
u2 = ...............................................................
13
0625/62/F/M/15© UCLES 2015 [Turn over
(ii) The student suggests that u2 and v1 should be equal.
State whether the lens positions obtained by the student support this suggestion. Justify your statement by reference to the results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [2]
(c) Describe two precautions that should be taken in order to obtain reliable results in this type of experiment.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2]
[Total: 8]
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5 Two students are investigating thermal energy transfer.
They are using the apparatus shown in Fig. 5.1.
iron block
beaker A beaker B
–10
010
2030
4050
6070
8090
100
110
°C
–10
010
2030
4050
6070
8090
100
110
°C
Fig. 5.1
Beaker A contains hot water and beaker B contains cold water at room temperature.
(a) Record the temperature θH of the hot water and the temperature θC of the cold water as shown on the thermometers in Fig. 5.1.
θH = ...............................................................
θC = ............................................................... [1]
(b) Using metal tongs, one of the students places the iron block in the hot water in beaker A for 30 seconds.
He then removes the block and places it in the cold water in beaker B.
The other student then measures the temperature of the water in beaker B and finds that it has risen to 35 °C. Their teacher suggests that this value is lower than expected.
15
0625/62/F/M/15© UCLES 2015
(i) The students suggest that, immediately before the iron block was put into the cold water, the temperature of the iron block was not the same as θH.
Suggest one reason for this and a possible improvement to the experiment which could make the temperature of the block nearer to θH.
reason ...............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
improvement ......................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [2]
(ii) The students also think that, when the block cooled in the water, not all of the thermal energy lost by the block raised the temperature of the water.
Suggest one reason for this and a possible improvement to the experiment which would reduce thermal losses.
reason ...............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
improvement ......................................................................................................................
...........................................................................................................................................
........................................................................................................................................... [2]
[Total: 5]
16
0625/62/F/M/15© UCLES 2015
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.
BLANK PAGE
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages and 3 blank pages.
IB16 03_0625_22/3RP © UCLES 2016 [Turn over
*5652212684*
Cambridge International Examinations Cambridge International General Certificate of Secondary Education
PHYSICS 0625/22
Paper 2 Multiple Choice (Extended) February/March 2016
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).
2
© UCLES 2016 0625/22/F/M/16
1 The diameter of a copper wire is thought to be approximately 0.3 mm.
Which instrument should be used to obtain a more accurate measurement of the diameter of the wire?
A measuring tape
B metre rule
C micrometer
D ruler 2 Which is a unit of acceleration?
A g / cm3 B m / s C m / s2 D N / m 3 An object is released from rest and falls to Earth. During its fall, the object is affected by air
resistance. The air resistance eventually reaches a constant value.
Which description about successive stages of the motion of the object is correct?
A constant acceleration, then constant deceleration
B constant deceleration, then zero acceleration
C decreasing acceleration, then constant deceleration
D decreasing acceleration, then zero acceleration 4 A concrete post is carried up a very high mountain. At the top of the mountain, the gravitational
field is slightly weaker than at the bottom.
What is the effect of this weaker field on the mass and on the weight of the post at the top of the mountain?
mass weight
A is less is less
B is less is unchanged
C is unchanged is less
D is unchanged is unchanged
3
© UCLES 2016 0625/22/F/M/16 [Turn over
5 The diagram shows a cuboid block made from a metal of density 2.5 g / cm3.
2.0 cm
2.0 cm
10 cm
What is the mass of the block?
A 8.0 g B 16 g C 50 g D 100 g 6 The diagram shows an object moving at a constant speed in a circular path in the direction
shown.
A force acts on the object to keep it in the circular path.
In which labelled direction does this force act, when the object is in the position shown?
A
C
D B
object
path ofobject
4
© UCLES 2016 0625/22/F/M/16
7 A spring obeys Hooke’s law.
Which graph is obtained by plotting the extension of the spring against the load applied?
extension
00 load
B
extension
00 load
C
extension
00 load
D
extension
00 load
A
8 Which is the value of a vector quantity?
A 200 V
B 100 kg / m3
C 20 m / s, east
D 50 J / (kg °C) 9 The table gives four energy sources and states whether the energy of the source is derived from
the Sun.
Which row is correct?
source of energy derived from the Sun
A geothermal yes
B oil no
C water held behind a dam yes
D wind no
5
© UCLES 2016 0625/22/F/M/16 [Turn over
10 A weight-lifter raises a 2000 N weight through a vertical height of 2.0 m in 0.80 s.
What useful power does he develop in doing this?
A 800 W B 3200 W C 4000 W D 5000 W 11 A wind turbine generates 54 kW of useful power from an input of 180 kW of wind power.
Which calculation gives the percentage efficiency of the turbine?
A 100 000180
00054
×
%
B 100 00054
000180
×
%
C 000180
100 00054
× %
D 00054
100 000180
× %
12 A force acts on an area to produce a pressure.
Which changes produce the same pressure?
A double the area and double the force
B double the area and halve the force
C double the area and make the force four times bigger
D halve the area and double the force
6
© UCLES 2016 0625/22/F/M/16
13 Identical toy bricks are placed one on top of another to make a tower on a table.
bricks
tower of bricks
table
Which graph shows the relationship between the pressure P that the tower exerts on the table and the weight W of the tower?
A
P
W0
0
B
P
W0
0
C
P
W0
0
D
P
W0
0 14 Gases can be compressed, but liquids cannot.
Which statement explains this difference?
A Each molecule in a gas is more compressible than each molecule in a liquid.
B Molecules in a gas are further apart than molecules in a liquid.
C Molecules in a gas attract each other more strongly than molecules in a liquid.
D Molecules in a gas move more slowly than molecules in a liquid.
7
© UCLES 2016 0625/22/F/M/16 [Turn over
15 The diagram shows a quantity of gas trapped in a cylinder. The piston is pushed in slowly and the gas is compressed. The temperature of the gas does not change.
gas
piston
piston pushed in
Which graph shows the relationship between the pressure and the volume of the gas?
A
pressure
volume0
0
B
pressure
volume0
0
C
pressure
volume0
0
D
pressure
volume0
0 16 Which quantity gives the thermal capacity of a solid object?
A the energy lost by radiation from the object in 1.0 s
B the energy needed to melt the object
C the energy needed to raise the temperature of the object by 1.0 °C
D the total amount of thermal energy in the object
8
© UCLES 2016 0625/22/F/M/16
17 To mark a temperature scale on a thermometer, standard temperatures known as fixed points are needed.
Which of these is a fixed point on the Celsius scale?
A room temperature
B the temperature inside a freezer
C the temperature of pure melting ice
D the temperature of pure warm water 18 In an experiment, a liquid is heated at a constant rate.
The temperature of the liquid increases and eventually becomes constant.
Which statement about the experiment is correct?
A Boiling occurs at all temperatures but only on the liquid surface.
B Boiling occurs throughout the liquid but only at the constant temperature.
C Evaporation occurs throughout the liquid and at all temperatures.
D Evaporation occurs only at the constant temperature and only on the liquid surface. 19 One end of a copper rod is heated.
What is one method by which thermal energy is transferred in the copper rod?
A Free electrons transfer energy from the cooler end to the hotter end.
B Free electrons transfer energy from the hotter end to the cooler end.
C Molecules of copper move from the cooler end to the hotter end.
D Molecules of copper move from the hotter end to the cooler end.
9
© UCLES 2016 0625/22/F/M/16 [Turn over
20 Two plastic cups are placed one inside the other. A small spacer keeps the two cups separated. Hot water is poured into the inner cup and a lid is put on top, as shown.
lid
small spacer
small air gap
hot water
bench
Which statement is correct?
A The bench is heated by convection from the bottom of the outer cup.
B The lid reduces the energy lost by convection.
C There is no thermal conduction through the sides of either cup.
D Thermal radiation is prevented by the small air gap. 21 Which is a unit of wavelength?
A hertz
B metre
C metre per second
D second
10
© UCLES 2016 0625/22/F/M/16
22 Which diagram correctly shows a ray of light reflected by a plane mirror?
40°ray oflight
50°
A
40°ray oflight
50°
B
40°
40°
ray oflight
C
ray oflight
50°
50°
D
11
© UCLES 2016 0625/22/F/M/16 [Turn over
23 Which diagram shows how a converging lens is used as a magnifying glass?
lens
FA
B
Fobject
image
lens
FC
F
object
image
D
lens
F F
object
image
lens
F F
image
object
12
© UCLES 2016 0625/22/F/M/16
24 A sound wave travels from a point X to a point Y.
X Y
Which diagram represents the movement of the air molecules, due to the sound wave, in the region between X and Y?
DCB A
25 The speed of sound in air is 340 m / s.
Which row gives typical values for the speed of sound in a liquid and in a solid?
speed of sound in
a liquid / (m / s) speed of sound in
a solid / (m / s)
A 250 180
B 250 5000
C 1500 180
D 1500 5000
26 In which pair are both materials magnetic?
A aluminium and copper
B copper and iron
C iron and steel
D steel and aluminium 27 Which methods could be used to demagnetise a magnet?
method 1: place it in an east-west direction and hammer it
method 2: place it in an east-west direction and heat it until it is red hot
method 3: pull it slowly from a coil that is carrying an alternating current
method 4: put it slowly into a coil that is carrying a direct current
A methods 1, 2 and 3
B methods 2, 3 and 4
C methods 1 and 2 only
D methods 3 and 4 only
13
© UCLES 2016 0625/22/F/M/16 [Turn over
28 Which produces an electromotive force (e.m.f.)?
A a battery
B a filament lamp
C a resistor
D a spring balance 29 The table describes four different resistance wires. They are all made from the same metal.
Which wire has the smallest resistance?
length of wire / m
diameter of wire / mm
A 2.0 1.0
B 2.0 1.5
C 3.0 1.0
D 3.0 1.5
30 Which circuit shows the directions of the conventional current I and the flow of electrons?
electronsI
A
electronsI
B
electronsI
C
electronsI
D
14
© UCLES 2016 0625/22/F/M/16
31 Four lamps are each labelled 240 V.
In which circuit do all four lamps have normal brightness?
240 V
A
240 V
B
240 V
C
240 V
D
32 A battery charger plugs into a 230 V a.c. supply. The charger is used to charge a 6.0 V d.c.
battery.
The charger contains diodes and a transformer.
What is the purpose of these components?
diodes transformer
A rectify the a.c. steps down the voltage
B rectify the a.c. steps up the voltage
C step down the voltage rectifies the a.c.
D step up the voltage rectifies the a.c.
15
© UCLES 2016 0625/22/F/M/16 [Turn over
33 The diagram shows a potential divider connected to two voltmeters P and Q.
V voltmeter Q
V voltmeter P
The resistance of the variable resistor is decreased.
Which row shows what happens to the reading on each voltmeter?
reading on voltmeter P
reading on voltmeter Q
A decreases decreases
B decreases increases
C increases decreases
D increases increases
34 After some building work in a house, a bare (uninsulated) live wire is left protruding from a wall.
What is the greatest hazard?
A a fire
B a fuse blows
C an electric shock
D no current flows
16
© UCLES 2016 0625/22/F/M/16
35 An electron moves into a uniform magnetic field.
The arrow shows the initial direction of motion of the electron.
The direction of the magnetic field is into the plane of the page (away from you).
uniformmagnetic field
electron
In which direction does a force act on the electron when it enters the magnetic field?
A into the page
B out of the page
C towards the bottom of the page
D towards the top of the page 36 The diagram shows an a.c. generator.
N S
coil
output voltage
rotationof coil
As the coil passes through the position shown, the output voltage is +10 V.
When does the output voltage become –10 V?
A when the coil has turned through 90°
B when the coil has turned through 180°
C when the coil has turned through 270°
D when the coil has turned through 360°
17
© UCLES 2016 0625/22/F/M/16
37 The scattering of α-particles by a thin metal foil supports the nuclear model of an atom.
Why are α-particles used rather than neutrons?
A because they always travel more slowly
B because they are heavier
C because they are larger in diameter
D because they have a positive charge
38 A nucleus of a radioactive substance Po218
84 undergoes an α-decay followed by a β-decay.
What are the nucleon (mass) number and proton (atomic) number of the nuclide formed after both decays have happened?
nucleon number proton number
A 214 85
B 216 85
C 214 83
D 216 83
39 A scientist carries out an experiment using a sealed source which emits β-particles. The range of
the β-particles in the air is about 30 cm.
Which precaution is the most effective to protect the scientist from the radiation?
A handling the source with long tongs
B keeping the temperature of the source low
C opening all windows in the laboratory
D washing his hands before leaving the laboratory
40 Which row describes the nature of α-particles and of γ-rays?
α-particles γ-rays
A helium nuclei electromagnetic radiation
B helium nuclei electrons
C protons electromagnetic radiation
D protons electrons
18
© UCLES 2016 0625/22/F/M/16
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19
© UCLES 2016 0625/22/F/M/16
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20
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.
© UCLES 2016 0625/22/F/M/16
BLANK PAGE
This document consists of 16 printed pages.
DC (ST/SG) 107601/3© UCLES 2016 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
*7032633375*
PHYSICS 0625/42
Paper 4 Theory (Extended) February/March 2016
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0625/42/F/M/16© UCLES 2016
1 A driving instructor gives a student a sudden order to stop the car in the shortest possible time. Fig. 1.1 shows the speed-time graph of the motion of the car from the moment the order is given.
speedm / s
30
20
10
00 1.0 2.0 3.0 4.0 5.0
time t / s
Fig. 1.1
(a) The order to stop is given at time t = 0 s.
(i) State the speed of the car at t = 0 s.
speed = ...........................................................[1]
(ii) Suggest why the car continues to travel at this speed for 0.9 s.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Calculate
(i) the deceleration of the car between t = 0.9 s and t = 4.0 s,
deceleration = ...........................................................[2]
(ii) the total distance travelled by the car from t = 0 s.
distance = ...........................................................[3]
3
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(c) Describe and explain a danger to a driver of not wearing a safety belt during a sudden stop.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 9]
4
0625/42/F/M/16© UCLES 2016
2 Fig. 2.1 shows a hammer being used to drive a nail into a piece of wood.
hammer head
nail
wood
Fig. 2.1 The mass of the hammer head is 0.15 kg. The speed of the hammer head when it hits the nail is 8.0 m / s. The time for which the hammer head is in contact with the nail is 0.0015 s.
The hammer head stops after hitting the nail. (a) Calculate the change in momentum of the hammer head.
change in momentum = ...........................................................[2]
(b) State the impulse given to the nail.
impulse = ...........................................................[1]
(c) Calculate the average force between the hammer and the nail.
average force = ...........................................................[2]
[Total: 5]
5
0625/42/F/M/16© UCLES 2016 [Turn over
3 (a) (i) On Fig. 3.1, draw a graph of extension against load for a spring which obeys Hooke’s law. [1]
extension
00 load
Fig. 3.1
(ii) State the word used to describe the energy stored in a spring that has been stretched or compressed.
.......................................................................................................................................[1]
(b) Fig. 3.2 shows a model train, travelling at speed v, approaching a buffer.
model train
buffer
spring
Fig. 3.2
The train, of mass 2.5 kg, is stopped by compressing a spring in the buffer. After the train has stopped, the energy stored in the spring is 0.48 J.
Calculate the initial speed v of the train.
v = ...........................................................[4]
[Total: 6]
6
0625/42/F/M/16© UCLES 2016
4 (a) The source of solar energy is the Sun.
Tick the box next to those resources for which the Sun is also the source of energy.
coal
geothermal
hydroelectric
nuclear
wind [2]
(b) Fig. 4.1 shows a solar water-heating panel on the roof of a house.
copper tubes,painted black
roof
Fig. 4.1
Cold water flows into the copper tubes, which are heated by solar radiation. Hot water flows out of the tubes and is stored in a tank.
(i) Explain why the tubes are made of copper and are painted black.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) In 5.0 s, 0.019 kg of water flows through the tubes. The temperature of the water increases from 20 °C to 72 °C. The specific heat capacity of water is 4200 J / (kg °C).
Calculate the thermal energy gained by the water in 5.0 s.
thermal energy = ...........................................................[3]
7
0625/42/F/M/16© UCLES 2016 [Turn over
(iii) The efficiency of the solar panel is 70%.
Calculate the power of the solar radiation incident on the panel.
power = ...........................................................[2]
[Total: 9]
8
0625/42/F/M/16© UCLES 2016
5 (a) A student carries out an experiment to find the relationship between the pressure p and the volume V of a fixed mass of gas. The table contains four of her sets of measurements.
p / kPa 250 500 750 1000
V / cm3 30.0 15.2 9.8 7.6
(i) Use the data in the table to suggest the relationship between the pressure and the volume in this experiment. Explain how you reach your conclusion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) State the property of the gas, apart from the mass, that remains constant during the experiment.
.......................................................................................................................................[1]
(b) A lake is 5.0 m deep. The density of the water is 1000 kg / m3.
(i) Calculate the pressure at the bottom of the lake due to this depth of water.
pressure = ...........................................................[2]
(ii) A bubble of gas escapes from the mud at the bottom of the lake and rises to the surface.
Place one tick in each row of the table to indicate what happens to the volume, the mass and the density of the gas in the bubble. Assume that no gas or water vapour enters or leaves the bubble.
increases stays the same decreases
volume of bubble
mass of gas in bubble
density of gas in bubble
[2]
[Total: 7]
9
0625/42/F/M/16© UCLES 2016 [Turn over
6 (a) Fig. 6.1 represents the waveform of a sound wave. The wave is travelling at constant speed.
displacementof particles
distancealong wave
Fig. 6.1
(i) On Fig. 6.1,
1. label with the letter X the marked distance corresponding to the amplitude of the wave, [1]
2. label with the letter Y the marked distance corresponding to the wavelength of the wave. [1]
(ii) State what happens to the amplitude and the wavelength of the wave if
1. the loudness of the sound is increased at constant pitch,
amplitude ...................................................................................................................
wavelength ................................................................................................................. [1]
2. the pitch of the sound is increased at constant loudness.
amplitude ...................................................................................................................
wavelength ................................................................................................................. [1]
(b) A ship uses pulses of sound to measure the depth of the sea beneath the ship. A sound pulse is transmitted into the sea and the echo from the sea-bed is received after 54 ms. The speed of sound in seawater is 1500 m / s.
Calculate the depth of the sea beneath the ship.
depth = ...........................................................[3]
[Total: 7]
10
0625/42/F/M/16© UCLES 2016
7 (a) Explain what is meant by
(i) total internal reflection,
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) critical angle.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Fig. 7.1 shows a ray of light, travelling in air, incident on a glass prism.
60°
30°
Fig. 7.1
(i) The speed of light in air is 3.0 × 108 m / s. Its speed in the glass is 2.0 × 108 m / s.
Calculate the refractive index of the glass.
refractive index = ...........................................................[2]
11
0625/42/F/M/16© UCLES 2016 [Turn over
(ii) Show that the critical angle for the glass-air boundary is 42°.
[1]
(iii) On Fig. 7.1, draw carefully, without calculation, the continuation of the ray through the prism and into the air. [3]
[Total: 8]
12
0625/42/F/M/16© UCLES 2016
8 (a) Fig. 8.1 shows 3 lamps and a fuse connected to a power supply.
220 V
Fig. 8.1
The e.m.f. of the supply is 220 V. Each lamp is labelled 220 V, 40 W. The rating of the fuse is 2.0 A.
Calculate
(i) the current in each lamp,
current = ...........................................................[2]
(ii) the current in the fuse,
current = ...........................................................[1]
(iii) the total number of lamps, all in parallel, that could be connected without blowing the fuse.
number = ...........................................................[2]
13
0625/42/F/M/16© UCLES 2016 [Turn over
(b) After a very long period of use, the wire filament of one of the lamps becomes thinner.
(i) Underline the effect of this change on the resistance of the filament.
resistance increases resistance remains the same resistance decreases [1]
(ii) State and explain the effect of this change on the power of the lamp.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]
14
0625/42/F/M/16© UCLES 2016
9 (a) (i) State what is meant by the direction of an electric field.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Fig. 9.1 shows a pair of oppositely-charged horizontal metal plates with the top plate positive.
+ + + + + + + + + + + + +
– – – – – – – – – – – – –
Fig. 9.1
The electric field between the plates in Fig. 9.1 is uniform.
Draw lines on Fig. 9.1 to represent this uniform field. Add arrows to these lines to show the direction of the field. [3]
(b) Fig. 9.2 shows a very small negatively-charged oil drop in the air between a pair of oppositely charged horizontal metal plates. The oil drop does not move up or down.
– oil drop
Fig. 9.2
(i) Suggest, in terms of forces, why the oil drop does not move up or down.
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Without losing any of its charge, the oil drop begins to evaporate.
State and explain what happens to the oil drop.
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]
15
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10 (a) An iodine isotope 13153 I decays by β-emission to an isotope of xenon (Xe).
(i) State the number of each type of particle in a neutral atom of 13153 I.
protons ......................... neutrons ......................... electrons ......................... [2]
(ii) State the symbol, in nuclide notation, for the xenon nucleus.
.......................................................................................................................................[2]
(b) The background count rate of radioactivity in a laboratory is 30 counts / min.
A radioactive sample has a half-life of 50 minutes. The sample is placed at a fixed distance from a detector. The detector measures an initial count rate from the sample, including background, of 310 counts / min.
On Fig. 10.1, plot suitable points and draw a graph of the count rate from the sample, corrected for background, as it changes with time.
300
200
100
00 20 40 60 80 100 120 140 160
correctedcount ratecounts / min
time / min
Fig. 10.1[3]
[Total: 7]
16
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11 (a) (i) Fig. 11.1 shows the symbol for a logic gate and its truth table.
outputA
B
input A input B output0101
0011
0001
Fig. 11.1
State the name of this logic gate. ............................................................[1]
(ii) Complete the truth table for the logic gate shown in Fig. 11.2.
outputA
B
input A input B output0101
0011
Fig. 11.2[2]
(b) Fig. 11.3 shows the system of logic gates used to ensure the security of the strongroom of a bank.
A
B
C
D
E
F
Fig. 11.3
The strongroom door will only open when the output F is logic 1.
Complete the table to show the logic states at A, B, C, D and E when the strongroom door can be opened.
input A input B input C output D output E output F
1
[3]
[Total: 6]
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.
This document consists of 11 printed pages and 1 blank page.
DC (LK/SG) 107592/4© UCLES 2016 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
*3251965538*
PHYSICS 0625/62
Paper 6 Alternative to Practical February/March 2016
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0625/62/F/M/16© UCLES 2016
1 Some students are investigating the relationship between potential difference and current for a resistor. They are using the circuit shown in Fig. 1.1.
power supply
A
V
slide wire
crocodile clipresistor
Fig. 1.1
The crocodile clip is connected at various positions on the slide wire, and the current and potential difference for the resistor are measured.
(a) The readings of potential difference V and current I for various positions of the crocodile clip are shown in Table 1.1.
Draw arrows on Figs. 1.2 and 1.3 to show the meter readings for the values of V and I in the first row of the table.
Fig. 1.2 Fig. 1.3
[2]
3
0625/62/F/M/16© UCLES 2016 [Turn over
Table 1.1
V / V I / A
0.4 0.08
0.8 0.17
1.2 0.25
1.6 0.34
2.0 0.41
(b) Plot a graph of V / V (y-axis) against I / A (x-axis). Start both axes at the origin (0,0).
00
[4]
(c) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the necessary information.
G = ...........................................................[1]
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0625/62/F/M/16© UCLES 2016
(ii) The resistance value R of the resistor is numerically equal to G.
Give a value for R, to a suitable number of significant figures for this experiment. Include the unit.
R = ...........................................................[2]
(d) A student suggests that potential difference and current for this resistor should be proportional.
State whether your graph supports this suggestion. Justify your statement by reference to your graph.
statement ..................................................................................................................................
...................................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
................................................................................................................................................... [2]
(e) The students notice that the slide wire becomes very hot during the experiment.
Suggest a change to the apparatus or procedure that might prevent this.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 12]
5
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2 The class is carrying out an experiment to determine the density of glass.
Each student has a test-tube, as shown in Fig. 2.1.
d
l
glass test-tube
Fig. 2.1
(a) (i) • Measure the length l of the test-tube shown in Fig. 2.1.
l = .......................................................... cm
• Measure the external diameter d of the test-tube.
d = .......................................................... cm [1]
(ii) A student uses two wooden blocks to help him to measure the diameter d of the test-tube.
Describe his method. You may draw a diagram. Include one precaution which could be taken to ensure that the value of d is as reliable as possible.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
6
0625/62/F/M/16© UCLES 2016
(iii) Assuming that the test-tube is an approximate cylinder, calculate a value for its external volume V1 using the equation V1 = πd 2l
4.
V1 = ................................................... cm3 [1]
(b) The test-tube is completely filled with water and then the water from the test-tube is poured into a measuring cylinder.
(i) Read and record the volume V2 of the water as shown in Fig. 2.2.
100
80
60
40
20
cm3
Fig. 2.2
V2 = .................................................. cm3 [1]
(ii) Describe briefly how you would read the measuring cylinder to obtain a reliable value for the volume of water. You may add to Fig. 2.2 to illustrate your explanation.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Calculate the volume V3 of the glass, using the equation V3 = V1 – V2.
V3 = .................................................. cm3 [1]
7
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(c) One student uses a balance to measure the mass m of the test-tube, as shown in Fig. 2.3.
g
test-tube
Fig. 2.3
(i) Calculate the density ρ of the glass, using the equation ρ = mV3
.
ρ = .......................................................... [2]
(ii) Other students are using a balance which only measures to the nearest gram.
Record the mass m of the test-tube to the nearest gram. m = ....................................................... g [1]
(d) The precision of the balance does not affect the accuracy of this experiment.
State one possible source of inaccuracy in the experiment. Explain what effect this inaccuracy would have on the value obtained for ρ.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 12]
8
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3 A student is investigating the refraction of light by a transparent block. She uses her results to determine a quantity known as the refractive index for the material of the block.
The student’s ray-trace sheet is shown in Fig. 3.1.
ray-tracesheet
eye
M
A B
D C
N
P3
P4
Fig. 3.1
9
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(a) The student places a transparent block ABCD on the ray-trace sheet, as indicated in Fig. 3.1. She draws a line NM.
(i) • Draw a normal to line AB at point N. The normal should start above AB and extend below AB so that it crosses line CD.
• Label the point at which the normal crosses CD with the letter L. [1]
(ii) Measure the angle θ between the normal and line NM.
θ = ...........................................................[1]
(b) The student places two pins P1 and P2 on line NM, a suitable distance apart.
On Fig. 3.1, mark and label appropriate positions for P1 and P2. [1]
(c) The student views the images of P1 and P2 through the block, from the direction indicated by the eye in Fig. 3.1.
She places two pins P3 and P4, as shown in Fig. 3.1, so that pins P3 and P4, and the images of P1 and P2, all appear exactly one behind the other.
(i) • Draw a line joining P3 and P4. Extend this line until it meets NL.
• Label the point at which this line crosses CD with the letter E, and the point at which it meets NL with the letter F.
• Draw a line joining points N and E.
• Measure the length a of line NE.
a = ...............................................................
• Measure the length b of line FE. b = ............................................................... [2]
(ii) Calculate a value n for the refractive index, using the equation n = ab
.
n = ...........................................................[2]
(d) Describe two precautions that you would take in order to obtain reliable results in this type of experiment.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2]
[Total: 9]
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4 A student suggests that the area of the water surface will affect the rate of cooling of hot water in a container.
Plan an experiment to investigate the relationship between surface area and rate of cooling.
Write a plan for the experiment, including:
• the apparatus needed
• how you will obtain a range of surface areas
• instructions for carrying out the experiment
• the measurements you will take
• the precautions you will take to ensure that the results are as reliable as possible
• the graph you will plot from your results – you should sketch the axes, with appropriate labels.
A diagram is not required but you may draw one if it helps to explain your plan.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
11
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..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
12
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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.
BLANK PAGE
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 18 printed pages and 2 blank pages.
IB15 06_0625_13/2RP © UCLES 2015 [Turn over
*0951356906*
Cambridge International Examinations Cambridge International General Certificate of Secondary Education
PHYSICS 0625/13
Paper 1 Multiple Choice May/June 2015
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.
2
© UCLES 2015 0625/13/M/J/15
1 A cook wants to prepare some food to be cooked by 1.15 p.m. He uses an oven with an automatic timer that can be set to switch on and off at certain times. The oven needs to be switched on for 2 hours 10 minutes.
At which time does the oven need to switch on?
A 11.05 a.m. B 11.25 a.m. C 3.05 p.m. D 3.25 p.m. 2 The speed-time graph shows the motion of a car.
00
speed
time
P
Q R
Which row describes the motion?
between P and Q between Q and R
A accelerating moving at constant speed
B accelerating not moving
C moving at constant speed decelerating
D moving at constant speed not moving
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 Weight is an example of which quantity?
A acceleration
B force
C mass
D pressure
3
© UCLES 2015 0625/13/M/J/15 [Turn over
5 A metal block has the dimensions shown. Its mass is 1000 g.
2 cm
10 cm5 cm
What is the density of the metal?
A
××
2 1000
10 5g / cm3
B
××1000
10 5 2g / cm3
C
××
10 5
2 1000g / cm3
D
×× 10 5 2
1000g / cm3
6 A car travels along a horizontal road at a constant speed. Three horizontal forces act on the car.
The diagram shows two of these three forces.
air resistance300 N
force from engine1500 N
direction ofmotion forwards
What is the size and the direction of the third horizontal force acting on the car?
A 1200 N backwards
B 1200 N forwards
C 1800 N backwards
D 1800 N forwards
4
© UCLES 2015 0625/13/M/J/15
7 The extension-load graph for a spring is shown. The unstretched length of the spring is 17.0 cm.
3
2
1
00 1 2 3 4
load / N
extension / cm
When an object is hung from the spring, the length of the spring is 19.2 cm.
What is the weight of the object?
A 1.4 N B 1.6 N C 2.6 N D 3.0 N 8 To calculate the power produced by a force, the size of the force must be known. What else needs to be known to calculate the power?
the distance the force
moves the object the time for which the
force acts on the object
A key
B = needed
C = not needed
D
5
© UCLES 2015 0625/13/M/J/15 [Turn over
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.
X
Yhill
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 10 The diagram shows a manometer with one side connected to a gas cylinder and the other side
open to the atmosphere.
gas cylinder
liquid
Which conclusion can be made using only the information from liquid levels in the manometer?
A The density of the gas is less than the density of air.
B The density of the gas is greater than the density of air.
C The pressure of the gas is less than atmospheric pressure.
D The pressure of the gas is greater than atmospheric pressure.
6
© UCLES 2015 0625/13/M/J/15
11 The diagram shows a solid block resting on a bench. The dimensions of the block are shown.
bench80 cm
20 cm40 cm
PR
Q
On which labelled surface should the block rest to produce the smallest pressure on the bench?
A P
B Q
C R
D any of P, Q or R 12 Small smoke particles suspended in air are viewed through a microscope.
The smoke particles move randomly.
What does this show?
A The air consists of fast-moving molecules.
B The pressure of the air is increasing.
C There are convection currents in the air.
D The temperature of the air is increasing. 13 Molecules escape from a liquid during evaporation. The temperature of the remaining liquid
changes.
Which molecules escape and how does the temperature change?
molecules escaping temperature of remaining liquid
A least energetic decreases
B least energetic increases
C most energetic decreases
D most energetic increases
7
© UCLES 2015 0625/13/M/J/15 [Turn over
14 The thermometer in the diagram has no scale.
bulb
stem
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.
time
temperature
00
room temperature P
QR
S T
Between which labelled points on the graph is the substance partly solid and partly liquid?
A between P and Q
B between Q and R
C between R and S
D between S and T
8
© UCLES 2015 0625/13/M/J/15
16 One method of heat transfer involves the energy travelling at a much greater speed than in other methods.
What is the name of this method?
A conduction
B convection
C evaporation
D radiation 17 A cupboard is placed in front of a heater. Air can move through a gap under the cupboard.
wall
floor
heatercupboard
air moves through gap
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 frequency of a wave?
A the distance that a wavefront travels every second
B the distance from one wavefront to the next
C the number of wavefronts produced per second
D the time taken for a wavefront to pass a certain point
9
© UCLES 2015 0625/13/M/J/15 [Turn over
19 The diagrams represent water waves in a tank.
Which diagram represents a wave that changes speed?
D
deeperwater
shallowerwater
Abarrier
Bbarrier
Cbarrier
20 Which diagram shows how the light from a candle is reflected by a mirror, and shows the position
of the image formed?
eye
candleimage ofcandle
A
eye
candle
eye
candleimage ofcandle
B
image ofcandle
C D
eye
candle
image ofcandle
mirror
mirror
mirror
mirror
10
© UCLES 2015 0625/13/M/J/15
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?
A B
CD
red light
violet light
radiation from
the Sun
prism
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.
X glass block
ray of light
top of block
light escapingfrom top of block
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
11
© UCLES 2015 0625/13/M/J/15 [Turn over
23 The frequency of a musical note is increased.
A student hearing the sound detects an increase in which property?
A loudness of the sound
B pitch of the sound
C speed of the sound wave
D wavelength of the sound wave 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 Which action will demagnetise a magnetised piece of steel?
A Cool it in a freezer for several hours.
B Hit it repeatedly with a hammer.
C Put it in a coil carrying a direct current (d.c.).
D Put it near an unmagnetised piece of iron.
12
© UCLES 2015 0625/13/M/J/15
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 coresoft-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 What is the unit of electromotive force (e.m.f.)?
A ampere
B newton
C ohm
D volt 28 Which sample of copper wire has the greatest electrical resistance?
length of wire / m diameter of wire / mm
A 1.0 2.0
B 1.0 4.0
C 10 2.0
D 10 4.0
13
© UCLES 2015 0625/13/M/J/15 [Turn over
29 The circuit diagram shows a 4.0 Ω resistor and an 8.0 Ω resistor connected to a 6.0 V battery.
8.0 Ω
4.0 Ω
6.0 V
What is the current in the 8.0 Ω resistor?
A 0 A B 0.50 A C 0.75 A D 1.0 A 30 The diagram shows a circuit which includes an uncharged capacitor and a switch.
X
Y
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
14
© UCLES 2015 0625/13/M/J/15
31 Which component is represented by this circuit symbol?
A a bell
B a fuse
C a relay
D a transformer
32 The diagram shows a 10 Ω resistor and a 20 Ω resistor connected in a potential divider circuit.
V
10 Ω
20 Ω
12.0 V
What is the reading on the voltmeter?
A 4.0 V B 6.0 V C 8.0 V D 12.0 V
15
© UCLES 2015 0625/13/M/J/15 [Turn over
33 In the circuit shown, only one of the fuses has blown, but none of the lamps is lit.
Which fuse has blown?
A
B CD
powersupply
34 A student investigates the force on a bar magnet placed near a current-carrying coil. She carries
out three different experiments.
N S
magnetattracted
to coil
experiment 1
N S
experiment 2
NS
experiment 3
In experiment 1, the magnet is attracted to the coil.
Which row shows what happens in the other two experiments?
experiment 2 experiment 3
A magnet attracted magnet attracted
B magnet attracted magnet repelled
C magnet repelled magnet attracted
D magnet repelled magnet repelled
16
© UCLES 2015 0625/13/M/J/15
35 Which diagram represents the voltage output of a simple a.c. generator?
0
voltage
time
A
0
voltage
time
B
0
voltage
time
C
0
voltage
time
D
36 A transformer has 400 turns on its secondary coil. An input voltage of 12 V is applied to the
primary coil, and an output voltage of 120 V is induced across the secondary coil.
primary coil secondary coil400 turns
input voltage12 V
output voltage120 V
How many turns are on the primary coil of the transformer?
A 12 B 40 C 400 D 4000
17
© UCLES 2015 0625/13/M/J/15 [Turn over
37 The diagram shows a cathode-ray tube.
anodecathode
cathode-rays
Which electrode should be heated, and which electrode should be positive?
heated electrode positive electrode
A anode anode
B anode cathode
C cathode anode
D cathode cathode
38 α, β and γ-radiations are emitted by radioactive substances.
Which statement is correct?
A α-radiation consists of charged particles and is the most highly ionising radiation.
B β-radiation consists of charged particles and is the most penetrating radiation.
C β-radiation consists of uncharged particles and is the least highly ionising radiation.
D γ-radiation consists of uncharged particles and is the least penetrating radiation. 39 The nucleus of an americium atom contains 146 neutrons and 95 protons. It decays by emitting
an α-particle. How many neutrons and how many protons remain in the nucleus when this form of americium
decays?
number of neutrons
remaining number of protons
remaining
A 142 93
B 142 95
C 144 93
D 144 95
18
© UCLES 2015 0625/13/M/J/15
40 Which statement is correct for the nucleus of any atom?
A The nucleus contains electrons, neutrons and protons.
B The nucleus contains the same number of protons as neutrons.
C The nucleus has a total charge of zero.
D The nucleus is very small compared with the size of the atom.
19
© UCLES 2015 0625/13/M/J/15
BLANK PAGE
20
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.
© UCLES 2015 0625/13/M/J/15
BLANK PAGE
This document consists of 19 printed pages and 1 blank page.
DC (CW) 105194/1© UCLES 2015 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
*7651586991*
PHYSICS 0625/33
Paper 3 Extended May/June 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2).
At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0625/33/M/J/15© UCLES 2015
1 At a sports event, a champion runner and a car take part in a race.
(a) The runner runs at a constant speed of 10 m / s from the start of the race. During the first 5.0 s of the race, the car’s speed increases from 0 m / s to 25 m / s at a uniform rate.
On Fig. 1.1, draw
(i) a graph to show the motion of the runner, [1]
(ii) a graph to show the motion of the car.
0 1.0 2.0 3.0 4.0 5.0
30
20
10
0
speedm / s
time / sFig. 1.1
[1]
(b) Use your graphs to determine
(i) the distance travelled by the runner in the 5.0 s,
distance = ...........................................................[1]
(ii) the distance travelled by the car in the 5.0 s,
distance = ...........................................................[2]
(iii) the time at which the car overtakes the runner.
time = ...........................................................[2]
[Total: 7]
3
0625/33/M/J/15© UCLES 2015 [Turn over
2 An electric train is initially at rest at a railway station. The motor causes a constant force of 360 000 N to act on the train and the train begins to move.
(a) State the form of energy gained by the train as it begins to move.
...............................................................................................................................................[1]
(b) The train travels a distance of 4.0 km along a straight, horizontal track.
(i) Calculate the work done on the train during this part of the journey.
work done = ...........................................................[2]
(ii) The mass of the train is 450 000 kg.
Calculate the maximum possible speed of the train at the end of the first 4.0 km of the journey.
maximum possible speed = ...........................................................[3]
(iii) In practice, the speed of the train is much less than the value calculated in (ii).
Suggest one reason why this is the case.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) After travelling 4.0 km, the train reaches its maximum speed. It continues at this constant speed on the next section of the track where the track follows a curve which is part of a circle.
State the direction of the resultant force on the train as it follows the curved path.
...............................................................................................................................................[1]
[Total: 8]
4
0625/33/M/J/15© UCLES 2015
3 (a) The boxes on the left contain the names of some sources of energy. The boxes on the right contain properties of some sources of energy.
Draw two straight lines from each box on the left to the two boxes on the right which describe that source of energy.
renewable
not renewable
polluting
not polluting
solar energy
natural gas
[2]
(b) Coal-fired power stations are polluting.
State an advantage of using coal as a source of energy.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) A coal-fired power station generates electricity at night when it is not needed.
Some of this energy is stored by pumping water up to a mountain lake. When there is high demand for electricity, the water is allowed to flow back through turbines to generate electricity.
On one occasion, 2.05 × 108 kg of water is pumped up through a vertical height of 500 m.
(i) Calculate the weight of the water.
weight = ...........................................................[1]
5
0625/33/M/J/15© UCLES 2015 [Turn over
(ii) Calculate the gravitational potential energy gained by the water.
energy gained = ...........................................................[2]
(iii) The electrical energy used to pump the water up to the mountain lake is 1.2 × 1012 J. Only 6.2 × 1011 J of electrical energy is generated when the water is released.
Calculate the efficiency of this energy storage scheme.
efficiency = ...........................................................[2]
[Total: 8]
6
0625/33/M/J/15© UCLES 2015
4 A liquid-in-glass thermometer has a linear scale and a range of 120 °C.
(a) State what is meant by a linear scale.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The highest temperature that this thermometer can measure is 110 °C.
State the lowest temperature that it can measure.
lowest temperature = ...........................................................[1]
(c) A second liquid-in-glass thermometer has the same range but it has a greater sensitivity.
Suggest two ways in which the second thermometer might differ from the first.
1. ...............................................................................................................................................
2. ...............................................................................................................................................[2]
7
0625/33/M/J/15© UCLES 2015 [Turn over
(d) A thermometer has a bulb that is painted white and is shiny.
It is placed in boiling water for several minutes. It is then removed from the water and is held in air.
Fig. 4.1 shows how the thermometer reading changes during the next 8 minutes.
100
80
60
40
20
00 2 4 6 8
time / minutes
temperature/ °C
Fig. 4.1
The bulb of this thermometer is now re-painted so that it has a matt, black surface.
The procedure is repeated.
(i) On Fig. 4.1, sketch a second line to suggest how the reading of the re-painted thermometer changes during the 8 minutes. [2]
8
0625/33/M/J/15© UCLES 2015
(ii) Tick one of the boxes to show how painting the bulb black affects the linearity of the scale, the range and the sensitivity of the thermometer.
The linearity, the range and the sensitivity all change.
Only the linearity and the range change.
Only the linearity and the sensitivity change.
Only the range and the sensitivity change.
Only the linearity changes.
Only the range changes.
Only the sensitivity changes.
None of these properties changes. [1]
[Total: 7]
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5 (a) State what is meant by the specific latent heat of fusion (melting) of a substance.
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Ice cubes of total mass 70 g, and at 0 °C, are put into a drink of lemonade of mass 300 g.
All the ice melts as 23 500 J of thermal energy transfers from the lemonade to the ice. The final temperature of the drink is 0 °C.
(i) Calculate the specific latent heat of fusion for ice.
specific latent heat of fusion = ...........................................................[2]
(ii) The thermal energy that causes the ice to melt is transferred from the lemonade as it cools. The loss of this thermal energy causes the temperature of the 300 g of the lemonade to fall by 19 °C.
Calculate the specific heat capacity of the lemonade.
specific heat capacity = ...........................................................[2]
(iii) The melting ice floats on top of the lemonade.
Explain the process by which the lemonade at the bottom of the drink becomes cold.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]
10
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6 A glass, converging lens is used as a magnifying glass to observe a red ant.
(a) Fig. 6.1 shows the lens, the principal axis, and the two principal focuses F1 and F2.
lens
F2F1
principal axis
Fig. 6.1
(i) 1. On Fig. 6.1, mark a point on the principal axis, labelled A, to indicate a suitable position for the ant.
2. On Fig. 6.1, mark a point on the principal axis, labelled E, to indicate a suitable position for the observer’s eye.
[1]
(ii) Tick one of the boxes to indicate where, on the principal axis, the image of the ant is located.
to the left of F1
between F1 and the lens
within the lens
between the lens and F2
to the right of F2[1]
(iii) Underline two words in the list that describe the image produced by the magnifying glass.
diminished inverted real upright virtual [2]
11
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(b) (i) The red light from the ant passes into the lens.
As the light enters the lens, state what happens to
1. its wavelength,
................................................................................................................................[1]
2. its frequency.
................................................................................................................................[1]
(ii) State how the wavelength of violet light in air differs from the wavelength of red light in air.
.......................................................................................................................................[1]
[Total: 7]
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7 (a) A sound wave in air consists of alternate compressions and rarefactions along its path.
(i) Explain how a compression differs from a rarefaction.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Explain, in terms of compressions, what is meant by
1. the wavelength of the sound,
....................................................................................................................................
................................................................................................................................[1]
2. the frequency of the sound.
....................................................................................................................................
................................................................................................................................[1]
(b) At night, bats emit pulses of sound to detect obstacles and prey. The speed of sound in air is 340 m / s.
(i) A bat emits a pulse of sound of wavelength 0.0085 m.
Calculate the frequency of the sound.
frequency = ...........................................................[2]
(ii) State why this sound cannot be heard by human beings.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) The pulse of sound hits a stationary object and is reflected back to the bat. The pulse is received by the bat 0.12 s after it was emitted.
Calculate the distance travelled by the pulse of sound during this time.
distance = ...........................................................[2]
[Total: 8]
13
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8 (a) A student determines the resistance of a length of aluminium wire.
She connects the wire in series with a battery and a variable resistor. The circuit is shown in Fig. 8.1.
aluminium wire
Fig. 8.1
She knows that an ammeter and a voltmeter are needed in the circuit.
(i) On Fig. 8.1, draw the circuit symbol for an ammeter connected in a suitable position. [1]
(ii) A variable resistor is included so that the current in the circuit may be changed.
Suggest an advantage of being able to change the current.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Electricity is transmitted from a power station to a distant city using an aluminium cable of resistance 1.2 Ω. Power loss occurs because of the resistance of the cable.
The current in the cable is 250 A.
(i) Calculate the power loss in the cable.
power loss = ...........................................................[3]
(ii) The aluminium cable is replaced with a new aluminium cable of the same length. The current remains at 250 A. The diameter of the new cable is double the diameter of the original cable.
State and explain how the power loss is affected by this change.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 8]
14
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9 An extremely violent nuclear reaction is taking place at the centre of the Sun. It is this reaction that enables the Sun to emit both a very large quantity of energy and an extremely large number of charged particles.
(a) Name the type of nuclear reaction taking place in the Sun.
...............................................................................................................................................[1]
(b) Many of the charged particles produced by the Sun are emitted from its surface at high speeds and travel out into space.
(i) Explain why these particles constitute an electric current.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State the equation that relates the electric current I to the charge Q that is flowing. Define any other terms in the equation.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Some of the particles emitted by the Sun travel straight towards the Earth until they enter the Earth’s magnetic field. Because they constitute a current, they experience a force and are deflected.
(i) Describe the relationship between the direction of the force and
1. the direction of the current,
................................................................................................................................[1]
2. the direction of the magnetic field.
................................................................................................................................[1]
15
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(ii) A negatively charged particle is travelling in a magnetic field. This is represented in Fig. 9.1. The direction of the magnetic field is into the page.
negative particle
direction of travelof particle
magnetic fieldinto page
Fig. 9.1
On Fig. 9.1, draw an arrow, labelled F, to show the direction of the force that acts on the particle. [1]
[Total: 6]
16
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10 A solenoid is held in a vertical position. The solenoid is connected to a sensitive, centre-zero ammeter.
A vertical bar magnet is held stationary at position X just above the upper end of the solenoid as shown in Fig. 10.1.
magnet
solenoid
S
N
magnet
position X
position Y
A
Fig. 10.1 The magnet is released and it falls through the solenoid. During the initial stage of the fall, the
sensitive ammeter shows a small deflection to the left.
(a) Explain why the ammeter shows a deflection.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The magnet passes the middle point of the solenoid and continues to fall. It reaches position Y.
Describe and explain what is observed on the ammeter as the magnet falls from the middle point of the solenoid to position Y.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
17
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(c) Suggest two changes to the apparatus that would increase the initial deflection of the ammeter.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................[2]
[Total: 7]
18
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11 (a) An underground water pipe has cracked and water is leaking into the surrounding ground.
Fig. 11.1 shows a technician locating the position of the leak.
technician
crack in water pipe
metal water pipewater that leakedinto ground
ground surface
Fig. 11.1
A radioactive isotope is introduced into the water supply and the water that leaks from the crack is radioactive.
The technician tries to locate an area above the pipe where the radioactive count rate is higher than in the surrounding area.
(i) State and explain the type of radiation that must be emitted by the isotope for the leak to be detected.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) The half-life of the isotope used is 6.0 hours.
Explain why an isotope with this half-life is suitable.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
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(b) Caesium-133 is a stable isotope of the element caesium, but caesium-135 is radioactive.
A nucleus of caesium-133 contains 78 neutrons and a nucleus of caesium-135 contains 80 neutrons.
Put one tick in each row of the table to indicate how the number of particles in a neutral atom of caesium-133 compares with the number of particles in a neutral atom of caesium-135.
The first row has been completed already.
particles in caesium-133
2 more than caesium-135
1 more than caesium-135
equal to caesium-135
1 fewer than caesium-135
2 fewer than caesium-135
number of neutrons
number of protons
number of nucleons
number of electrons
[2]
[Total: 6]
20
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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.
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.
This document consists of 12 printed pages.
DC (CW/JG) 91130/2© UCLES 2015 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
*9466982423*
PHYSICS 0625/62
Paper 6 Alternative to Practical May/June 2015
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0625/62/M/J/15© UCLES 2015
1 The class is investigating a pendulum.
Figs. 1.1 and 1.2 show the pendulum.
l
bob
one completeoscillation
clamp clamp
Fig. 1.1 Fig. 1.2
(a) A student adjusts the pendulum until its length l = 50.0 cm.
State one precaution that you would take to measure the length l as accurately as possible. You may draw a diagram.
...................................................................................................................................................
...............................................................................................................................................[1]
3
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(b) The student displaces the pendulum bob slightly and releases it so that it swings. She measures the time t for 20 complete oscillations of the pendulum (see Fig. 1.2).
(i) Record the time t, in s, shown on the stopwatch in Fig. 1.3.
0 : 28 40
Fig. 1.3
t = ....................................................... s [1]
(ii) Calculate the period T of the pendulum. The period is the time for one complete oscillation.
T = ...........................................................[1]
(iii) Explain why measuring the time for 20 oscillations, rather than 1 oscillation, gives a more accurate value for T.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) The student adjusts the length of the pendulum until its length l = 100.0 cm. She repeats the procedure and obtains a value for the period T.
2.06 s T = ...............................................................
Another student suggests that doubling the length l of the pendulum should double the period T.
State whether the results support this suggestion. Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
................................................................................................................................................... [2]
(d) To continue the investigation of the relationship between the length l of the pendulum and the period T, it is necessary to use a range of values of length l.
List additional l values that you would plan to use in the laboratory.
...............................................................................................................................................[2]
[Total: 8]
4
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2 The class is investigating the cooling of water.
(a) A student pours 100 cm3 of hot water into a beaker. He places a thermometer in the water. Fig. 2.1 shows the thermometer.
–10
0
10
20
30
40
50
60
70
80
9010
011
0°C
water
Fig. 2.1
(i) Record the temperature θH of the hot water as shown on the thermometer in Fig. 2.1.
θH = ...........................................................[1]
(ii) State one precaution that you would take to ensure that the temperature reading for the hot water is as reliable as possible.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) The student adds 50 cm3 of cold water to the hot water. He records the temperature θ1.
71 °C θ1 = ...............................................................
Calculate the decrease in temperature θA using the equation θA = (θH – θ1).
θA = ...........................................................[1]
5
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(c) The student adds a further 100 cm3 of cold water to the water in the beaker. He records the temperature θ2.
57 °C θ2 = ...............................................................
Calculate the decrease in temperature θB using the equation θB = (θ1 – θ2).
θB = ...........................................................[1]
(d) Suggest two factors, other than the volume and temperature of the cold water added, that affect the decrease in temperature of the hot water.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................[2]
(e) Describe briefly how a measuring cylinder is read to obtain an accurate value for the volume of water. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
6
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3 The class is investigating the resistance of lamps.
Fig. 3.1 shows the first circuit used.
powersupply
AV
Fig. 3.1
(a) A student measures the potential difference VP across the lamps and the current IP in the circuit. The readings are shown in Figs. 3.2 and 3.3.
01
2 3
V
8 94 5 6 7
10 0
0.20.4 0.6
0.81.0
A
Fig. 3.2 Fig. 3.3
(i) Write down the readings shown on the meters.
VP = ...............................................................
IP = ............................................................... [2]
(ii) Calculate the resistance RP of the lamp filaments using the equation RP = VP
IP.
RP = ...........................................................[1]
7
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(b) The student rearranges the circuit so that • the lamps are in series • the ammeter will measure the total current in the circuit • the voltmeter will measure the potential difference across all three lamps.
In the space below, draw a diagram of this circuit using standard circuit symbols.
[2]
(c) The student measures the potential difference VS across the lamps and the current IS in the circuit in (b).
2.5 V VS = ...............................................................
0.22 A IS = ...............................................................
Calculate the resistance RS of the lamp filaments using the equation RS = VS
IS.
RS = ...........................................................[1]
(d) (i) A student wishes to vary the current in the first circuit, shown in Fig. 3.1, using a variable resistor.
In the space below, draw the standard circuit symbol for a variable resistor.
[1]
(ii) On Fig. 3.1, label with X a suitable position in the first circuit for a variable resistor used to vary the current in all the lamps. [1]
[Total: 8]
8
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4 The class is investigating reflection using a plane mirror.
Fig. 4.1 shows a student’s ray-trace sheet. The student uses an A4 sheet of plain paper.
M R
B
A
eye
30°
ray-trace sheet
Fig. 4.1
(a) On Fig. 4.1, the mirror is placed along the line MR. Label the normal NL. [1]
(b) The student places two pins P1 and P2 on line AB at a suitable distance apart, so that she can accurately observe the reflection of line AB.
Suggest a suitable distance between the two pins.
distance = ...........................................................[1]
9
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(c) The student determines the angle between the reflected ray and the normal by viewing 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 P3 and P4, and the images of P2 and P1, all appear exactly one behind the other. She draws a line joining the positions of P3 and P4.
She measures the angle α between the normal 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 Table 4.1.
She moves the mirror to a new position, shown by the dotted line on Fig. 4.1, at an angle θ = 10 ° to MR. She repeats the procedure with pins P3 and P4.
She continues using angles θ = 20 °, 30 ° and 40 °. The readings are shown in Table 4.1.
Table 4.1
θ / ° α / °
0 32
10 50
20 69
30 92
40 108
(i) Plot a graph of α / ° (y-axis) against θ / ° (x-axis).
[5]
10
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(ii) State whether your graph line shows that the angle α is directly proportional to the angle θ. Justify your statement by reference to your graph line.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................[2]
(iii) Suggest why, when this experiment is carried out carefully, the points plotted may not all lie on the graph line.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 10]
11
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5 The class is investigating the image formed by a converging lens.
Fig. 5.1 shows the experimental set up.
illuminatedobject u
lens
screenv
Fig. 5.1
A student positions the illuminated object and the lens and then moves the screen away from the lens until a sharply focused image of the object is formed on the screen.
The student measures the distances u and v, as shown in Fig. 5.1.
25.8 cm u = ...............................................................
36.2 cm v = ...............................................................
(a) Calculate the focal length f of the lens using the equation f = uv(u + v)
. Give your answer to a suitable number of significant figures for this experiment.
f = ...........................................................[2]
(b) State two precautions you would take in the laboratory in order to obtain reliable measurements when doing this experiment.
1. ...............................................................................................................................................
2. ...............................................................................................................................................[2]
Question 5 continues on the next page.
12
0625/62/M/J/15© UCLES 2015
(c) The object in Fig. 5.1 is an illuminated triangle, as shown in Fig. 5.2.
Fig. 5.2
Suggest two differences between the appearance of the illuminated object and the well-focused image on the screen.
1. ...............................................................................................................................................
2. ...............................................................................................................................................[2]
[Total: 6]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
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.
This document consists of 13 printed pages and 3 blank pages.
DC (RW/SW) 91114/3© UCLES 2015 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
*6795210236*
PHYSICS 0625/63
Paper 6 Alternative to Practical May/June 2015
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0625/63/M/J/15© UCLES 2015
1 The class is determining the mass of an object using two strings.
The apparatus is set up as shown in Fig. 1.1.
strings
metre ruleX 100 g
point A point B
76 75 7477 26 2527
Fig. 1.1
(a) (i) Record the scale reading a0 at point A, where the string crosses the rule, as indicated in the enlarged section of Fig. 1.1.
a0 = ...............................................................
(ii) Record the scale reading b0 at point B.
b0 = ............................................................... [2]
3
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(b) A loop of string is placed around the vertical strings so that they are pulled closer together, as shown in Fig. 1.2. The loop is horizontal and is just above the rule.
loop
dA
point A1
point B1X 100 g
dB
72 71 70 33 3234
Fig. 1.2
(i) Record the scale reading a1 at point A1 as indicated in the enlarged section of Fig. 1.2.
a1 = ...............................................................
(ii) Record the scale reading b1 at point B1.
b1 = ............................................................... [1]
(iii) Calculate and record the distance dA, shown in Fig. 1.2. Use your results from (a)(i) and (b)(i). dA is the difference between a0 and a1.
dA = ...............................................................
(iv) Calculate and record the distance dB. Use your results from (a)(ii) and (b)(ii). dB is the difference between b1 and b0.
dB = ............................................................... [1]
(c) Calculate the mass M of object X, using your results from (b)(iii) and (b)(iv) and the equation
M = k dBdA
where k = 100 g.
M = ...........................................................[2]
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0625/63/M/J/15© UCLES 2015
(d) Explain how you could ensure that the loop is horizontal in (b). You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(e) A student suggests that dA and dB might be directly proportional to each other.
Briefly describe how this experiment could be extended to investigate the suggestion.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 9]
5
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2 A student is studying the cooling of water.
She is using the apparatus shown in Fig. 2.1.
–10
0
10
20
30
40
50
60
70
80
9010
011
0°C
thermometer
beaker
Fig. 2.1
(a) Record the room temperature θR as indicated by the thermometer in Fig. 2.1.
θR = ...........................................................[1]
6
0625/63/M/J/15© UCLES 2015
(b) The student pours approximately 100 cm3 of hot water into the beaker.
She reads the thermometer at the start of the experiment and again at times t = 30 s, 60 s, 90 s, 120 s, 150 s, 180 s, 210 s, 240 s and 270 s.
Her readings of the temperature θ are shown in Table 2.1.
Complete the table.
Table 2.1
t / s θ / °C
0 85.0
82.0
80.0
77.5
75.5
74.0
72.0
70.5
69.0
67.5
[1]
(c) (i) Calculate the average cooling rate x1 for the first 90 s of the experiment. Use the readings
from the table and the equation x1 = (θ0 – θ90)
T , where T = 90 s and θ0 and θ90 are the
temperatures at 0 s and 90 s. Give the unit for the cooling rate.
x1 = ...........................................................[2]
7
0625/63/M/J/15© UCLES 2015 [Turn over
(ii) Calculate the average cooling rate x2 in the next 90 s of the experiment. Use the readings
from the table and the equation x2 = (θ90 – θ180)
T , where T = 90 s and θ90 and θ180 are the
temperatures at 90 s and 180 s.
x2 = ...............................................................
(iii) Calculate the average cooling rate x3 in the last 90 s of the experiment. Use the readings
from the table and the equation x3 = (θ180 – θ270)
T , where T = 90 s and θ180 and θ270 are
the temperatures at 180 s and 270 s.
x3 = ............................................................... [1]
(d) Use your results from (c) to predict the average cooling rate x4 for the next 90 s, if the experiment had been carried on for a longer time. Justify your prediction by reference to your results.
prediction for x4 = ...............................................
justification ................................................................................................................................
...................................................................................................................................................
................................................................................................................................................... [2]
(e) State two precautions that you would take in this experiment to ensure that the temperature readings are as reliable as possible.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2]
[Total: 9]
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0625/63/M/J/15© UCLES 2015
3 Some students are determining the resistance per unit length of a wire.
They are using the circuit shown in Fig. 3.1.
A
power supply
resistance wire
metre rulel
Fig. 3.1
The crocodile clip is connected to a length l of the wire and the current and potential difference are measured.
(a) On Fig. 3.1, draw the symbol for a voltmeter correctly connected to measure the potential difference across the selected length l of the resistance wire. [1]
(b) The potential difference V and current I for various lengths l of the wire are shown in Table 3.1.
Table 3.1
l / m V / V I / A R / Ω
0.900 2.98 0.42
0.800 2.86 0.46
0.700 2.89 0.53
0.600 2.82 0.60
0.500 2.83 0.72
For each value of l, calculate and record in the table the resistance R of the wire, using the
equation R = VI
. [1]
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0625/63/M/J/15© UCLES 2015 [Turn over
(c) Plot a graph of R / Ω (y-axis) against l / m (x-axis).
[4]
(d) (i) Determine the gradient G of the graph.
Show clearly on the graph how you obtained the necessary information.
G = ...........................................................[1]
(ii) For this experiment and wire, the resistance per unit length r of the wire is numerically equal to G.
Give a value for r, to a suitable number of significant figures for this experiment. Include the unit.
r = ...........................................................[2]
[Total: 9]
10
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4 A student is determining the focal length of a converging lens by two methods.
First, he uses the apparatus shown in Fig. 4.1.
illuminatedobject
Df
lens
mirror
card C
Fig. 4.1
(a) He sets the distance D between the mirror and the illuminated object to 30.0 cm.
He then moves the lens until a sharp image appears on card C by the side of the illuminated object.
(i) On Fig. 4.1, measure the distance f between the illuminated object and the lens.
f = ...........................................................[1]
(ii) Fig. 4.1 is drawn to 1/5th scale.
Calculate, and record in Table 4.1, the actual distance F between the illuminated object and the lens. F is a value for the focal length of the lens in this experiment.
Table 4.1
D / cm F / cm
30.0
50.0 15.7
[1]
(b) The student repeats the procedure for a distance D = 50.0 cm. His result is shown in the table.
Use the results from the table to calculate F1, an average value of F.
F1 = ...........................................................[1]
11
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(c) The student arranges the lens, illuminated object and a screen as shown in Fig. 4.2.
illuminatedobject u
lens
screenv
Fig. 4.2
He measures the distance u between the illuminated object and the lens.
He moves the screen until a sharp image of the illuminated object appears on the screen, and measures the distance v between the lens and the screen.
20.0 cmHis readings are: u = ...............................................................
72.5 cm v = ...............................................................
(i) Calculate F2, another value for the focal length of the lens, using the student’s results
and the equation F2 = uv(u + v)
.
F2 = ...........................................................[1]
(ii) A student suggests that F1 and F2 should be equal.
State whether your findings support this idea. Justify your statement by reference to the results.
statement ..........................................................................................................................
justification ........................................................................................................................
........................................................................................................................................... [2]
(d) Describe a precaution that you would take in order to obtain reliable results in this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 7]
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5 A student is investigating the behaviour of a solar panel.
She is using the apparatus shown in Fig. 5.1.
V A
stand
lamp
solar panel
Fig. 5.1
She switches the lamp on. She changes the angle θ between the solar panel and the vertical and measures the voltage produced at each angle.
Figs. 5.2 and 5.3 show the solar panel at two different angles. The voltmeter readings for these angles are shown in Table 5.1.
stand
solar panel
Fig. 5.2 Fig. 5.3
13
0625/63/M/J/15© UCLES 2015
(a) (i) Measure each value of the angle θ and record it in the table.
Table 5.1
θ / ° V / V
Fig. 5.2 3.62
Fig. 5.3 2.50
[1]
(ii) Explain what practical steps should be taken to obtain accurate measurements of θ in the experiment. You may draw a diagram to show the procedure.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(b) The student finds that a reading of 0.63 V is obtained even when the lamp is switched off.
Suggest a reason for this and explain what she could do to overcome this problem.
reason .......................................................................................................................................
...................................................................................................................................................
solution .....................................................................................................................................
................................................................................................................................................... [2]
(c) Suggest two aspects of the apparatus that should be kept constant in order to make the results of the experiment as reliable as possible.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2]
[Total: 6]
14
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BLANK PAGE
15
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16
0625/63/M/J/15© UCLES 2015
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.
BLANK PAGE
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 16 printed pages.
IB15 11_0625_13/3RP © UCLES 2015 [Turn over
*1302138713*
Cambridge International Examinations Cambridge International General Certificate of Secondary Education
PHYSICS 0625/13
Paper 1 Multiple Choice October/November 2015
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.
2
© UCLES 2015 0625/13/O/N/15
1 A student uses a measuring cylinder to measure the volume of a quantity of water.
Which action would make her result less accurate?
A making sure her eye is level with the water surface
B making sure the cylinder is vertical
C reading the bottom of the meniscus
D using the largest measuring cylinder possible 2 The diagram shows the distance-time graph for a car.
At which labelled point is the car moving with constant speed?
A
DB
C
distance
00 time
3 A car travels along the route PQRST in 30 minutes.
P
Q
R
S
T
10 km
5 km
5 km
10 km
What is the average speed of the car?
A 10 km / hour B 20 km / hour C 30 km / hour D 60 km / hour
3
© UCLES 2015 0625/13/O/N/15 [Turn over
4 What is the weight of an object?
A the force of gravity on the object
B the gravitational potential energy of the object
C the internal energy of the object
D the mass of the object 5 The mass of a piece of metal is 1200 g.
A measuring cylinder contains 150 cm3 of water.
The piece of metal is put into the measuring cylinder. The water level rises to 250 cm3 and covers the metal.
What is the density of the metal?
A 3.0 g / cm3 B 4.8 g / cm3 C 8.0 g / cm3 D 12.0 g / cm3 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
F3
support support
beam
The beam is in equilibrium.
Which statement is correct?
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.
4
© UCLES 2015 0625/13/O/N/15
7 A heavy truck on wheels has a platform attached to it.
A man stands on the platform.
The truck does not fall over.
Which position A, B, C or D could be the centre of mass of the whole system (truck, platform and man)?
truck
AB C
Dplatform
man
8 Which row gives the energy change in a battery and the energy change in a solar cell?
battery solar cell
A chemical to electrical electrical to light
B chemical to electrical light to electrical
C electrical to chemical electrical to light
D electrical to chemical light to electrical
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
5
© UCLES 2015 0625/13/O/N/15 [Turn over
10 A man is in contact with the floor.
In which of these situations does he produce the least pressure on the floor?
A kneeling
B lying flat on his back
C standing on both feet
D standing on one foot
11 The water in a lake is at 5 °C. A diver measures the pressure of the water at two different depths
in the lake. He repeats the measurements on a different day when the water is at 15 °C.
The density of the water decreases when its temperature increases.
Which combination of depth and temperature produces the greatest water pressure?
depth / m temperature / °C
A 10 5
B 10 15
C 20 5
D 20 15
12 A car tyre has a constant volume.
Why does the pressure of the air in the tyre increase when its temperature increases?
A The air molecules hit each other less often.
B The air molecules hit the inside of the tyre less often.
C The average speed of the air molecules in the tyre is greater.
D There are more air molecules in the tyre. 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.
6
© UCLES 2015 0625/13/O/N/15
14 A circular metal disc is heated.
Which quantity decreases?
A its density
B its diameter
C its thickness
D its volume 15 The diagram shows a mercury-in-glass thermometer. The scale of the thermometer has not been
marked.
l
The length l increases uniformly with temperature.
The length l is measured when the thermometer bulb is placed in water at 0 °C, and also when it
is in water at 100 °C. The table shows the results.
temperature / °C length l / cm
0 2.0
100 26.0
What is the value of l when the bulb is placed in water at 50 °C?
A 12.0 cm B 13.0 cm C 14.0 cm D 16.0 cm 16 A heating engineer fits a heater to the ceiling of an office so that workers in the office are kept
warm.
How does thermal energy reach the workers below the heater?
A conduction and convection
B convection and radiation
C convection only
D radiation only
7
© UCLES 2015 0625/13/O/N/15 [Turn over
17 Which row shows how heating changes the density of air, and the name of the method of energy transfer caused by this density change?
density method of energy transfer
A decreases conduction
B decreases convection
C increases conduction
D increases convection
18 Which row correctly defines a type of wave and gives a correct example?
wave type direction of vibrations example
A longitudinal parallel to direction of wave travel radio waves
B longitudinal perpendicular to direction of wave travel light waves
C transverse parallel to direction of wave travel light waves
D transverse perpendicular to direction of wave travel radio waves
19 A water wave moves quickly in deep water.
deep
water
shallow
water
water
waves
The wave now enters shallow water and its speed decreases.
Which row shows what happens to the frequency of the wave, and what happens to the wavelength of the wave?
frequency wavelength
A decreases decreases
B decreases does not change
C does not change decreases
D does not change does not change
8
© UCLES 2015 0625/13/O/N/15
20 The diagram shows the electromagnetic spectrum.
γ-rays X-rays ultraviolet visible light infra-red microwaves radio
waves
increasing ......................
A word is missing from the label below the spectrum.
Which word is missing?
A amplitude
B frequency
C speed
D wavelength 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.
F F
P ray X
ray Y ray Z
lens
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
9
© UCLES 2015 0625/13/O/N/15 [Turn over
22 The diagram shows a ray of light travelling in a substance P. The ray reaches a boundary with a substance Q. Total internal reflection occurs at the boundary.
substance P substance Q
angle X
ray of
light
boundary
normal
Which row contains correct statements about angle X and about the optical density of substance Q?
angle X substance Q
A smaller than the critical angle less dense than substance P
B smaller than the critical angle more dense than substance P
C greater than the critical angle less dense than substance P
D greater than the critical angle more dense than substance P
23 A pulse of sound is produced at the bottom of a boat. The sound travels through the water and is
reflected from the sea bed. The sound reaches the boat again after 1.2 s. The speed of sound in the water is 1500 m / s.
sea bed
boat
How far below the bottom of the boat is the sea bed?
A 450 m B 900 m C 1800 m D 3600 m
10
© UCLES 2015 0625/13/O/N/15
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 metal could be used for a permanent magnet and which metal could be used for the core
of an electromagnet?
permanent
magnet core of
electromagnet
A iron copper
B iron steel
C steel copper
D steel iron
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 A plastic rod is rubbed with a cotton cloth. This process causes the rod and the cloth to become
charged. These charges cause a force between the rod and the cloth.
Which row compares the charges on the rod and the cloth, and describes the effect of the force between the rod and the cloth?
charges on rod
and cloth effect
A opposite they attract
B opposite they repel
C the same they attract
D the same they repel
11
© UCLES 2015 0625/13/O/N/15 [Turn over
28 A metal wire of circular cross-section has diameter d and length l.
current
wire
d
l
Which pair of changes, if both are carried out, must increase the resistance of the wire?
A decrease l and decrease d
B decrease l and increase d
C increase l and decrease d
D increase l and increase d
29 The circuit shown contains a battery, a 6.0 Ω resistor and two meters X and Y.
One meter records current and one meter records potential difference.
meter X
meter Y
6.0 Ω
Which row shows possible values for the readings on the meters?
meter X meter Y
A 2.0 A 12 V
B 2.0 V 12 A
C 12 A 2.0 V
D 12 V 2.0 A
12
© UCLES 2015 0625/13/O/N/15
30 A student designs a circuit to switch on a lamp after a time delay.
Which components are used in a time-delay circuit?
A a light-dependent resistor and a relay
B a resistor and a capacitor
C a resistor and a transformer
D a thermistor and a variable resistor 31 Identical resistors are connected together to form arrangements X, Y and Z.
arrangement X arrangement Y arrangement 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
13
© UCLES 2015 0625/13/O/N/15 [Turn over
32 The diagram shows a potential divider circuit.
V Q
V P
The resistance of the variable resistor is increased.
Which row shows what happens to the readings on voltmeter P and on voltmeter Q?
reading on voltmeter P reading on voltmeter Q
A decreases decreases
B decreases increases
C increases decreases
D increases increases
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
230 V
B
230 V
C
230 V
D
230 V
14
© UCLES 2015 0625/13/O/N/15
34 A student investigates electromagnetic induction. She has a bar magnet and a coil of wire that is connected to a sensitive ammeter.
N S
sensitive ammeter
coil of wire
A
magnet
Which movement does not cause a reading on the ammeter?
A moving the coil to the right
B moving both the magnet and the coil to the left at the same speed
C moving both the magnet and the coil towards each other at the same speed
D moving the magnet to the left 35 The primary coil of a transformer has 200 turns. This primary coil is connected to an a.c. power
supply of 25 V.
A voltmeter connected across the secondary coil reads 50 V.
25 V
a.c.50 V
primary coil
200 turns secondary coil
V
How many turns are on the secondary coil?
A 25 B 100 C 200 D 400
15
© UCLES 2015 0625/13/O/N/15 [Turn over
36 A current-carrying coil in a magnetic field experiences a turning effect.
N S
power supply
+ –
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. 37 The diagram shows a cathode-ray tube. The tube is not working.
power
supply
heated
cathode
cold
anode air
Which change should be made to make the tube work to produce cathode rays?
A Change round the connections of the power supply.
B Heat the anode instead of the cathode.
C Use an a.c. power supply instead of a d.c. power supply.
D Use a vacuum in the tube instead of air.
16
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.
© UCLES 2015 0625/13/O/N/15
38 A radioactive nucleus contains 128 nucleons. It emits a β-particle.
How many nucleons are now in the nucleus?
A 124 B 127 C 128 D 129 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 /
minutes count rate /
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 Ra226
88.
How many electrons orbit the nucleus of a neutral atom of radium-226?
A 0 B 88 C 138 D 226
This document consists of 14 printed pages and 2 blank pages.
DC (CW/SW) 96032/2© UCLES 2015 [Turn over
Cambridge International ExaminationsCambridge International General Certificate of Secondary Education
*8951814332*
PHYSICS 0625/33
Paper 3 Extended October/November 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a pencil for any diagrams or graphs.Do not use staples, paper clips, glue or correction fluid.DO NOT WRITE IN ANY BARCODES.
Answer all questions.Electronic calculators may be used.You may lose marks if you do not show your working or if you do not use appropriate units.Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2).
At the end of the examination, fasten all your work securely together.The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
2
0625/33/O/N/15© UCLES 2015
1 A plastic ball is dropped from the balcony of a tall building and falls towards the ground in a straight line.
Fig. 1.1 is the speed-time graph for the falling ball.
00
2.0
speedm / s
4.0
6.0
8.0
1.0 2.0time / s
3.0
Fig. 1.1
(a) State and explain, in terms of forces, what is happening to the speed of the ball between time t = 2.0 s and t = 3.0 s.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) On Fig. 1.1, mark a point P on the line where the acceleration of the ball is not constant. [1]
(c) Using Fig. 1.1,
(i) calculate the acceleration of the ball between t = 0 s and t = 0.25 s,
acceleration = ...........................................................[2]
(ii) estimate the distance that the ball falls in the first 3.0 s.
distance = ...........................................................[2]
[Total: 7]
3
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2 A student has 500 identical, rectangular sheets of paper. The mass of 1.0 m2 of the paper is 0.080 kg.
(a) Using a metre rule, she measures the length of one sheet of paper and its width. The length is 0.300 m and the width is 0.210 m.
(i) Calculate the mass of one sheet of paper.
mass = ...........................................................[1]
(ii) The student makes a single pile of the 500 sheets of paper.
With a metre rule, she measures the height of the pile. The height of the pile is 0.048 m.
Calculate the density of the paper.
density = ...........................................................[3]
(b) A second student has only 5 sheets of the same type of paper.
Suggest how this student determines the density of the paper to a similar accuracy. Additional apparatus may be used.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]
4
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3 Fig. 3.1 shows part of the extension-load graph for a spring.
3.0
00 12.0
B
A
load / N
extension / cm
Fig. 3.1
The spring obeys Hooke’s law between points A and B.
(a) (i) On Fig. 3.1, complete the graph between A and B. [1]
(ii) State the name of point B.
.......................................................................................................................................[1]
(b) The average value of the load between A and B is 6.0 N.
Calculate the work done in extending the spring from A to B.
work done = ...........................................................[2]
5
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(c) The spring has an unstretched length of 4.0 cm.
An object is hung on the spring and the spring length increases from 4.0 cm to 6.0 cm.
(i) Calculate the mass of the object.
mass = ...........................................................[3]
(ii) The object is immersed in a liquid but remains suspended from the spring.
The liquid exerts an upward force on the object and the length of the spring decreases to 5.0 cm.
Calculate the upward force exerted on the object by the liquid.
upward force = ...........................................................[2]
[Total: 9]
6
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4 A soft rubber ball of mass 0.15 kg is dropped, in a vacuum, from a height of 2.0 m on to a hard surface. The ball then bounces.
(a) State the main energy changes taking place when
(i) the ball is falling,
...........................................................................................................................................
(ii) the ball hits the surface and is changing shape,
...........................................................................................................................................
(iii) the ball is regaining its shape and is rising from the surface.
...........................................................................................................................................[3]
(b) Calculate the speed with which the ball hits the surface.
speed = .......................................................... [4]
(c) After rebounding from the surface, the ball rises to a height of 1.9 m.
Suggest why the height to which the ball rises is less than the height from which the ball falls.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
7
0625/33/O/N/15© UCLES 2015 [Turn over
5 (a) State two examples of physical properties that vary with temperature and that may be used for the measurement of temperature.
1. ...............................................................................................................................................
2. ...............................................................................................................................................[2]
(b) When first manufactured, a liquid-in-glass thermometer has no scale markings.
(i) Describe the procedure needed to determine
1. the position on the thermometer of the lower fixed point,
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2. the position on the thermometer of the upper fixed point.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................[3]
(ii) Explain why
1. the graduations marked on the thermometer between the fixed points are spaced equally,
....................................................................................................................................
................................................................................................................................[1]
2. the expansion of the glass of the thermometer is ignored.
....................................................................................................................................
................................................................................................................................[1]
[Total: 7]
8
0625/33/O/N/15© UCLES 2015
6 A dolphin produces a sound wave in water of frequency 7800 Hz.
Fig. 6.1 represents rarefactions of the sound wave travelling in the water and hitting the side of a wooden ship at an angle.
A Bwater wood
rarefactions
direction of wave travel
Fig. 6.1
(a) State what is meant by a rarefaction.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) On Fig. 6.1, two rarefactions A and B are labelled. The distance between rarefaction A and rarefaction B is 0.76 m.
Determine
(i) the wavelength in water of the sound wave,
wavelength = ...........................................................[1]
(ii) the time taken for the rarefaction at A to reach the point where rarefaction B is now positioned.
time = ...........................................................[2]
9
0625/33/O/N/15© UCLES 2015 [Turn over
(c) The sound wave passes from the water into the wood where the speed of sound is greater.
State what happens to
(i) the frequency,
.......................................................................................................................................[1]
(ii) the wavelength.
.......................................................................................................................................[1]
(d) On Fig. 6.1, sketch the positions in the wood of the three incomplete rarefactions. [2]
[Total: 8]
10
0625/33/O/N/15© UCLES 2015
7 (a) The refractive index of a type of glass is 1.6.
Calculate the critical angle for light in this type of glass.
critical angle = ...........................................................[3]
(b) A waterproof laser is immersed in water. Fig. 7.1 shows the laser shining light up towards the horizontal surface of the water.
beam of light
laser
movement of laser
normalairwater
Fig. 7.1
Initially, the angle θ is much less than the critical angle for this light in water.
The laser moves and θ gradually increases until it is much greater than the critical angle.
Describe, for different angles of the laser, what happens to the light beam after it hits the surface.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 7]
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8 A metal sphere, mounted on an insulating plastic stand, is positively charged.
(a) State the name of the unit in which electric charge is measured.
...............................................................................................................................................[1]
(b) A smaller metal sphere, also mounted on an insulating plastic stand, is uncharged.
This smaller sphere is moved close to the positively charged sphere. Fig. 8.1 shows the two spheres.
plasticstands
smallersphere
positivelychargedsphere
Fig. 8.1
(i) On Fig. 8.1, draw the distribution of charge on the smaller sphere. [2]
(ii) An earthed metal wire is touched against the smaller metal sphere.
State and explain what happens to the charge on the smaller sphere.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) Explain, in terms of their structures, why the metal wire is an electrical conductor but the plastic stand is an electrical insulator.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
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9 (a) Place one tick in each row of the table to indicate one use of a thermistor and one use of a transistor.
heat detector
light detector
magnetic field
detectorrectifier switch
thermistor
transistor
[2]
(b) In Fig. 9.1, lamp A is not glowing brightly.
6 V
B
A
Fig. 9.1
Suggest and explain what could be done to component B to make lamp A glow brightly.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 6]
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10 The output of an a.c. generator in a power station is 5000 V.
A transformer increases the voltage to 115 000 V before the electrical power is transmitted to a distant town.
(a) State and explain, using a relevant equation, one advantage of transmitting electrical power at a high voltage.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) The transformer contains two coils, the primary coil and the secondary coil.
(i) State the other main component of a transformer and the material from which it is made.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State the component in the transformer to which the a.c. generator is connected.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) There are 400 turns on the primary coil of the transformer.
Calculate the number of turns on the secondary coil.
number of turns = ...........................................................[2]
(c) Transformers within the town reduce the voltage to 230 V.
Suggest one reason for this.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
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11 Uranium-238 and uranium-234 are radioactive isotopes of the element uranium.
A uranium-238 nucleus is different from a uranium-234 nucleus but both decay by the emission of an α-particle.
(a) (i) In terms of the particles in each, state how a nucleus of uranium-238 differs from a nucleus of uranium-234.
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Although the two nuclei are different, they are both nuclei of uranium.
State a property that makes these isotopes the same element.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) When α-particles pass through air, they are more strongly ionising than β-particles.
Suggest two reasons why this is so.
...................................................................................................................................................
...............................................................................................................................................[2]
(c) In an experiment, α-particles are allowed to strike a thin gold foil in a vacuum.
Almost all the α-particles pass straight through the gold undeflected. Only a very small number of α-particles are deflected from their original path.
This result reveals certain features of the atoms of the gold.
State what is shown about atoms by the fact that
(i) most α-particles pass straight through the gold undeflected,
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) some α-particles are deflected back the way they came.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 7]
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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.
This document consists of 17 printed pages and 3 blank pages.
DC (LK/AR) 96012/3© UCLES 2015 [Turn over
*8062298981*
PHYSICS 0625/63
Paper 6 Alternative to Practical October/November 2015
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use 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.
The 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
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1 A student is investigating the transfer of thermal energy.
He uses the apparatus shown in Fig. 1.1.
glasstube
thermometers
glass beaker
water level
water level
coldwater
hotwater
Fig. 1.1
(a) The student pours 50 cm3 of cold water into the glass tube and 300 cm3 of hot water into the beaker. The water levels are approximately as shown in Fig. 1.1.
In Table 1.1, record the temperatures θC of the cold water and θH of the hot water as shown on the thermometers in Fig. 1.1. [1]
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Table 1.1
tube with 50 cm3 of cold water
tube with 25 cm3 of cold water
t / θC / θH / θC / θH /
0 20.0 87.0
30 33.0 82.0 34.0 82.0
60 40.5 79.0 49.0 79.5
90 49.0 78.0 59.5 76.0
120 56.0 76.0 65.5 75.0
150 60.0 75.0 69.5 74.5
180 63.0 74.0 72.0 74.0
(b) The student lowers the glass tube into the beaker of hot water and immediately starts a stopclock.
Table 1.1 shows the readings of the temperature θC of the cold water and the temperature θH of the hot water at times t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s.
The student repeats the procedure with the same volume of hot water in the beaker but with 25 cm3 of cold water in the glass tube. The results are shown in the table.
Complete the column headings in the table. [1]
(c) Write a conclusion stating how the volume of cold water in the tube affects its temperature rise.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1] (d) Another student wishes to check the conclusion by repeating the experiment with 12.5 cm3 of
cold water.
Suggest two conditions which he should keep the same so that the comparison will be fair.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2]
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(e) Scientists in an industrial laboratory wish to use this experiment as a model of a heat exchanger, which transfers thermal energy between liquids.
Suggest two different improvements to the apparatus which would make the heating of the cold water more efficient.
For your first suggestion, explain why it would be an improvement.
suggestion 1 .............................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
suggestion 2 ............................................................................................................................. [3]
[Total: 8]
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2 The class is investigating the behaviour of a spring, and then using the spring to determine the weight of an object.
The apparatus is shown in Fig. 2.1.
l
load
clamp
spring
Fig. 2.1
(a) A load of weight L = 1.0 N is hung on the spring. The stretched length l of the spring, as indicated in Fig. 2.1, is recorded in Table 2.1.
Suggest a precaution that you would take when measuring the length of the spring, to ensure a reliable reading. You may draw a diagram.
...................................................................................................................................................
...............................................................................................................................................[1]
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(b) Step (a) is repeated for values of L = 2.0 N, 3.0 N, 4.0 N and 5.0 N. The readings are shown in Table 2.1.
Table 2.1
L / N l / cm
1.0 6.1
2.0 9.0
3.0 13.4
4.0 16.8
5.0 21.0
Plot a graph of l /cm (y-axis) against L / N (x-axis).
00
[4]
(c) Use your graph to determine the length l 0 of the spring with no load attached.
l 0 = ...........................................................[1]
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l
object
Fig. 2.2
(d) The loads are removed and an object is suspended from the spring, as shown in Fig. 2.2.
(i) On Fig. 2.2, measure the stretched length l of the spring.
l = ...........................................................[1]
(ii) Use the graph, and your reading from (d)(i), to determine the weight W of the object. Show clearly on the graph how you obtained your answer.
W = ............................................................ N [2]
(e) A student measures the weight of a different load using this same method. He gives the weight as 2.564 N.
Explain why this is not a suitable number of significant figures for this experiment.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
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3 Some students are carrying out experiments on a model wind turbine.
Some of their apparatus is shown in Fig. 3.1.
V
Fig. 3.1
The turbine blades have been cut from cardboard. An electric fan is used to make the blades rotate. When they rotate, they turn a small generator.
(a) One student is studying the effect of changing the electric current in the fan.
(i) Using standard symbols, complete the circuit in Fig. 3.1 to show a variable resistor and an ammeter connected for this purpose. [2]
(ii) The student is carrying out the investigation over a number of days.
Suggest a variable that he must keep constant in each of his tests.
...........................................................................................................................................
.......................................................................................................................................[1]
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(b) Other students wish to test different aspects of the model wind turbine.
Suggest two variables, other than that already mentioned in (a)(ii), which they could change and which would affect the output of the generator.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
................................................................................................................................................... [2] [Total: 5]
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4 The class is studying the resistance of identical wires connected in parallel.
The circuit is set up as shown in Fig. 4.1, with a crocodile clip connected to the right-hand end of wire A.
Fig. 4.1
(a) On Fig. 4.1, use the appropriate symbol to show a voltmeter connected to measure the potential difference across wire A. [1]
(b) In Table 4.1, write down the potential difference V and the current I for wire A as shown in Figs. 4.2 and 4.3.
5
V
6 7 89
10
4321
0
A
0.60.8
1.0
0.40.2
0
Fig. 4.2 Fig. 4.3
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Table 4.1
wirecombination
V / V I /A
A only
A and B in parallel
2.9 0.77
A, B and Cin parallel
2.6 0.98
[1]
(c) The other crocodile clips are used, first to connect wires A and B in parallel, and then wires A, B and C in parallel. The readings for each circuit are shown in Table 4.1.
On Figs. 4.4 and 4.5, draw arrows to show the meter readings for the circuit in which wires A and B are connected in parallel.
5
V
6 7 89
10
4321
0
A
0.60.8
1.0
0.40.2
0
Fig. 4.4 Fig. 4.5
[1]
(d) Calculate, and record below, the resistance R of each wire combination, using the equation R = V
I.
resistance of wire A R1 = ...............................................
resistance of wires A and B in parallel R2 = ...............................................
resistance of wires A, B and C in parallel R3 = ............................................... [3]
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(e) (i) A student suggests that when 2 identical wires are connected in parallel, their resistance should be equal to 1/2 of the resistance of a single wire.
State whether your findings agree with this suggestion.
Justify your answer by reference to your results, giving values to support your justification.
statement ..........................................................................................................................
...........................................................................................................................................
justification ........................................................................................................................
........................................................................................................................................... [2]
(ii) Use your results to suggest the relationship that should exist between R3 and R1.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 9]
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Turn over for question 5.
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5 A student is investigating the refraction of light in a transparent block. Her ray-trace will be used to determine a quantity known as the refractive index of the material of the block.
Fig. 5.1 shows her ray-trace sheet.
transparent block
ray-trace sheet
P2
P3
A B
D NC
Fig. 5.1
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The student draws the outline ABCD of the transparent block.
(a) Draw a normal to the line DC through point N. Extend the normal beyond line AB.
Label the upper end of the normal with the letter L. Label the point at which NL crosses AB with the letter E. [1]
(b) The student places a pin P1 against the block at point N and views the image of P1 through the side AB of the block.
She places two pins P2 and P3, as shown in Fig. 5.1, so that pins P2 and P3, and the image of P1, all appear exactly one behind the other.
(i) Draw a line joining the positions of P2 and P3. Extend this line until it crosses NL. Label the point at which the line crosses NL with the letter F. [1]
(ii) Measure the length a of line EN.
a = ............................................................... (iii) Measure the length b of line EF.
b = ............................................................... [2]
(c) Calculate a value n for the refractive index of the block, using your values from (b)(ii) and (b)(iii) and the equation n = a
b.
n = ...........................................................[1]
(d) Suggest a practical precaution that you would take to ensure a reliable result in this type of experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
Question 5 continues on the next page.
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(e) The student obtains a second value for the refractive index n by repeating the experiment with the block standing on edge, as shown in Fig. 5.2.
She views the image of P1 from the direction indicated by the arrow. The block is 1.5 cm thick.
Fig. 5.2
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State and explain whether this value for the refractive index is likely to be more or less reliable than the value n obtained for the refractive index in part (c).
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
................................................................................................................................................... [2]
[Total: 8]
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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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