Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

* 1 1 0 0 4 6 8 6 9 9 *

PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2019
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.

This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

This document consists of 11 printed pages and 1 blank page.

DC (PQ/TP) 176070/2
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1 A student determines the weight of a metre rule using a balancing method.

Fig. 1.1. shows the apparatus.

50.0 cm mark a b 90.0 cm mark

0 cm mark P
metre rule

pivot bench

Fig. 1.1

(a) • The student places the metre rule on the pivot.

• He places the load P, labelled 1.5 N, on the metre rule at the 90.0 cm mark.

• Keeping P at the 90.0 cm mark, he adjusts the position of the metre rule on the pivot so
that the metre rule is as near as possible to being balanced.

• In Table 1.1, he records the distance a from the 50.0 cm mark to the pivot.

(i) Calculate, and record in Table 1.1, the distance b between the centre of load P and the
pivot. [1]
a
(ii) Calculate . Record its value in Table 1.1. [1]
b
(b) The student repeats the procedure using loads of 1.2 N, 1.0 N, 0.8 N and 0.5 N. The readings
and results are shown in Table 1.1.

Table 1.1

Weight of a
a / cm b / cm
load, P / N b
1.5 23.1
1.2 21.2 18.8 1.13
1.0 18.9 21.1 0.900
0.8 16.8 23.2 0.724
0.5 12.5 27.5 0.455

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a
Plot a graph of weight of load P / N (y-axis) against (x-axis). You do not need to begin your
b
axes at the origin, (0,0).

[4]

(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.

G = ........................................................ [2]

(d) The gradient G is numerically equal to the weight W of the metre rule. Write down the value of
W to an appropriate number of significant figures for this experiment. Include the unit.

W = ........................................................ [2]

(e) The student has assumed that the centre of mass of the metre rule is at the 50.0 cm mark.
Explain briefly how you would find as accurately as possible the position of the centre of
mass of the metre rule. No extra apparatus or materials are available.

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

............................................................................................................................................. [1]
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(f) Briefly state the main difficulty that you would have when carrying out this type of balancing
experiment.

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

[Total: 12]

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2 A student investigates the resistance of lamps.

She uses the circuit shown in Fig. 2.1.

power supply

L1

Fig. 2.1

(a) She records the potential difference V1 across the lamp L1 and the current I1 in the circuit.
The meters are shown in Fig. 2.2 and Fig. 2.3.

(i) Write down the meter readings.

3 4
5 6 7 0.4 0.6
2 8 0.2 0.8
1 9
0 10 0 1.0
A
V

Fig. 2.2 Fig. 2.3

V1 = ..............................................................

I1 = ..............................................................
[3]
V1
(ii) Calculate the resistance R1 of the lamp L1 using the equation R1 = .
I1

R1 = ........................................................ [1]

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(b) The student connects a lamp L2 in series with lamp L1.

She records the potential difference V2 across lamps L1 and L2 and the current I2 in the
circuit.

2.4 V
V2 = ..............................................................

0.21 A
I2 = ..............................................................

Calculate the combined resistance R2 of lamps L1 and L2 connected in series, using the
V
equation R2 = 2.
I2

R2 = ..............................................................
[1]

(c) She connects a lamp L3 in series with lamps L1 and L2.

She records the potential difference V3 across the three lamps and the current I3 in the circuit.

She calculates the combined resistance R3.

2.4 V
V3 = ..............................................................

0.17 A
I3 = ..............................................................

14.1 Ω
R3 = ..............................................................

A student suggests that the resistance R3 of the three lamps connected in series should
be given by the equation R3 = 3 × R1. State whether the results agree with this suggestion.
Justify your answer by reference to the results.

statement ..................................................................................................................................

justification ................................................................................................................................

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...................................................................................................................................................
[2]
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(d) Complete the circuit diagram in Fig. 2.4 to show:

• the three lamps connected in parallel

• the voltmeter connected to measure the potential difference across the lamps

• a variable resistor connected to control the current in all three lamps.

power supply

Fig. 2.4
[3]

[Total: 10]

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3 A student investigates the cooling of water.

(a) The thermometer in Fig. 3.1 shows room temperature θR at the beginning of the experiment.
Record θR.

–10 0 10 20 30 40 50 60 70 80 90 100 110

°C

Fig. 3.1

θR = ........................................................ [1]

(b) • The student pours 200 cm3 of hot water into a beaker. He places a thermometer in the
water.

• He measures the temperature θ of the hot water in the beaker.

• He immediately starts the stopclock and continues recording the temperature of the
water every 60 s. The temperature readings are shown in Table 3.1.

Table 3.1

t/ θ/
0 95
89
85
81
78

(i) Complete the time column in Table 3.1. [1]

(ii) Complete the column headings in Table 3.1. [1]

(c) • Calculate the decrease in temperature Δθ1 during the first 120 s.

Δθ1 = ..............................................................

• Calculate the decrease in temperature Δθ2 during the last 120 s.

Δθ2 = ..............................................................
[1]

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(d) (i) Tick the box to show your conclusion from the results in (c).

T
he average rate of cooling is greater in the first 120 s than the average rate of
cooling in the last 120 s.

T
he average rate of cooling is less in the first 120 s than the average rate of
cooling in the last 120 s.

The average rate of cooling is the same in the first 120 s as the last 120 s.
[1]

(ii) Justify your conclusion in (d)(i) by reference to the results.

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

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

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

(e) Suggest two ways in which the student could reduce the rate of loss of thermal energy from
the beaker in this type of experiment.

1 ...............................................................................................................................................

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

(f) Draw a diagram of a measuring cylinder being used to determine the volume of water. Show
clearly the water level and draw, with a ruler, a straight line showing the line of sight required
to obtain an accurate reading of the volume of water.

[2]

[Total: 11]

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4 A student is investigating the time taken for metal balls to stop moving after being released on a
curved track. Fig. 4.1 shows the shape of the track. The track is flexible, so the shape of the curve
can be changed.

metal ball

Fig. 4.1

The following apparatus is available:

a selection of metal balls of different masses

the flexible track
clamps to hold the track
a stopwatch
a tape measure
a metre rule

The student can also use other apparatus and materials that are usually available in a school
laboratory.

Plan an experiment to investigate a factor that affects the time taken for metal balls to stop moving
after being released on a curved track.

In your plan, you should:

• state how you would expect the balls to move

• explain how you would carry out the investigation

• state which variables you would keep constant and which variable you would change

• draw a table, or tables, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table)

• explain how you would use your readings to reach a conclusion.

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You may add to the diagram in Fig. 4.1 if it helps your explanation.

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[7]

[Total: 7]

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© UCLES 2019 0625/61/O/N/19