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The document is a physics exam paper consisting of 5 questions about various physics experiments and concepts: 1. A student uses a balancing method to determine the position of the center of mass of an object. Graphs and calculations are used to analyze the data. 2. Students investigate the heating and cooling rates of a thermometer by recording temperatures over time as it is placed in hot water and removed. Tables of data are provided. 3. Current in a circuit is measured when different resistors are added. Readings are recorded in a table. Calculations are done to estimate an unknown resistance. 4. A ray tracing experiment uses a mirror and transparent block to investigate the reflection of light. Measurements are
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
*0199664493*
0625/61
PHYSICS
Paper 6 Alternative to Practical
October/November 2010
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 in the spaces at the top of the page.
Write in dark blue or black pen.
You may use a pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
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.
For Examiner’s Use
1
2
3
4
5
Total
This document consists of 10 printed pages and 2 blank pages.
DC (LEO/DJ) 25086/5
© UCLES 2010
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![2
1
A student is determining the position of the centre of mass of an object using a balancing
method.
Fig. 1.1 shows the apparatus used.
mass m
50.0 cm
mark
d
load of mass x
pivot
75.0 cm
mark
Fig. 1.1
A load of mass x is taped to the metre rule so that one side of the base is exactly on the
75.0 cm mark. The student places a mass m of 30 g on the rule and adjusts its position so
that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the
pivot, as shown in Fig. 1.1.
The student records the distance d from the centre of the 30 g mass to the 50.0 cm mark on
the rule. He then repeats the procedure using different masses. The readings are shown in
Table 1.1.
Table 1.1
m /g
d / cm
30
45.0
40
34.0
50
27.0
60
22.5
70
1 1
d cm
19.3
(a) For each value of d, calculate 1/d and enter the values in the table.
© UCLES 2010
0625/61/O/N/10
[2]
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(b) Plot a graph of m / g (y-axis) against
1 1
(x-axis).
d cm
For
Examiner’s
Use
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = .................................................. [2]
(d) Determine the horizontal distance z from the 75.0 cm mark on the rule to the centre of
mass of the load using the equation
z = G – k,
x
where k = 1250 g cm and x = 50 g.
z = ................................................. [2]
[Total: 10]
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0625/61/O/N/10
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![4
2
The IGCSE class is investigating the rate of heating and cooling of a thermometer bulb.
The apparatus used is shown in Fig. 2.1.
thermometer
lid
water
Fig. 2.1
(a) Record the room temperature θr shown on the thermometer.
–10
0
10
20
30
40
50
60
70
80
90
100
110 °C
θr = ................................................. [1]
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(b) For the cooling experiment, a student places the thermometer into hot water as shown in
Fig. 2.1. When the temperature shown on the thermometer stops rising, she records the
temperature θ at time t = 0 s. She removes the thermometer from the water, immediately
starts a stopclock, and records the temperature shown on the thermometer at 30 s
intervals. The readings are shown in Table 2.1.
For
Examiner’s
Use
For the heating experiment, the student takes another thermometer and records the
temperature θ shown on the thermometer at time t = 0 s. She places the thermometer in
the beaker of hot water, immediately starts the stopclock, and records the temperature
shown by the thermometer at 10 s intervals. The readings are shown in Table 2.2.
Table 2.1
Table 2.2
t/
θ/
t/
θ/
0
74
0
25
30
60
10
69
60
52
20
80
90
45
30
81
120
39
40
81
150
35
50
82
180
33
60
82
(i)
Complete the column headings in both tables.
[1]
(ii)
Estimate the time that would be taken in the cooling experiment for the thermometer
to cool from the reading at time t = 0 s to room temperature θr .
estimated time = ................................................. [1]
(c) State in which table the initial rate of temperature change is the greater. Justify your
answer by reference to your readings.
The initial rate of temperature change is greater in Table .................................................
justification .......................................................................................................................
...................................................................................................................................... [1]
(d) If one of these experiments were to be repeated in order to determine an average
temperature for each time, it would be important to control the conditions. Suggest two
such conditions that should be controlled.
1. ......................................................................................................................................
2. .................................................................................................................................. [2]
[Total: 6]
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3
The IGCSE class is investigating the current in a circuit when different resistors are connected
in the circuit.
The circuit is shown in Fig. 3.1. The circuit contains a resistor X, and there is a gap in the
circuit between points A and B that is used for adding extra resistors to the circuit.
X
power source
A
A
B
Fig. 3.1
(a) A student connects points A and B together, switches on and measures the current I0 in
the circuit.
The reading is shown on the ammeter in Fig. 3.2.
0.6
0.4
0.8
0.2
0
A
1.0
Fig. 3.2
Write down the ammeter reading.
I0 = .................................................. [1]
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![7
(b) The student connects a 3.3 Ω resistor between points A and B, switches on and records
the current I. He repeats the procedure with a 4.7 Ω resistor and then a 6.8 Ω resistor.
For
Examiner’s
Use
Finally he connects the 3.3 Ω resistor and the 6.8 Ω resistor in series between points A
and B, and records the current I.
(i)
Complete the column headings in the table.
[1]
R/
I/
3.3
0.23
4.7
0.21
6.8
0.18
0.15
(ii)
Write the combined resistance of the 3.3 Ω resistor and the 6.8 Ω resistor in series
in the space in the resistance column of the table.
[1]
(c) Theory suggests that the current will be 0.5 I0 when the total resistance in the circuit
is twice the value of the resistance of resistor X. Use the readings in the table, and the
value of I0 from (a), to estimate the resistance of resistor X.
estimate of the resistance of resistor X = .................................................. [2]
(d) On Fig. 3.1 draw two resistors in parallel connected between A and B and also a
voltmeter connected to measure the potential difference across resistor X.
[3]
[Total: 8]
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(a) A student draws the outline of the transparent block ABCD on the ray-trace sheet. He
draws the normal NN' to side CD. He draws the incident ray EF at an angle of incidence
i = 20°. He pushes two pins P1 and P2 into line EF and places the block on the sheet
of paper. He then observes the images of P1 and P2 through side CD of the block from
the direction indicated by the eye in Fig. 4.1 so that the images of P1 and P2 appear one
behind the other. He pushes two pins P3 and P4 into the surface, between his eye and
the block, so that P3, P4 and the images of P1 and P2, seen through the block, appear in
line. (The plane mirror along side AB of the block reflects the light.)
For
Examiner’s
Use
The positions of P3 and P4 are marked on Fig. 4.1.
(i)
On line EF, mark with neat crosses (x) suitable positions for the pins P1 and P2.
(ii)
Continue the line EF so that it crosses CD and extends as far as side AB.
(iii)
Draw a line joining the positions of P4 and P3. Continue the line so that it crosses
CD and extends as far as side AB. Label the point G where this line crosses the
[4]
line from P1 and P2.
(iv)
Measure the acute angle θ between the lines meeting at G.
θ = ......................................................
(v)
Calculate the difference (θ – 2i ).
(θ – 2i ) = ................................................. [2]
(b) The student repeats the procedure using an angle of incidence i = 30° and records the
value of θ as 62°.
(i)
Calculate the difference (θ – 2i).
(θ – 2i ) = ......................................................
(ii)
Theory suggests that θ = 2i . State whether the results support the theory and justify
your answer by reference to the results.
statement .................................................................................................................
justification ...............................................................................................................
.............................................................................................................................. [3]
(c) To place the pins as accurately as possible, the student views the bases of the pins.
Explain briefly why viewing the bases of the pins, rather than the tops of the pins,
improves the accuracy of the experiment.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 10]
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5
The IGCSE class is investigating the time taken for ice cubes to melt when placed in water.
Each student is able to use
glass beakers,
a thermometer,
a stopclock,
a measuring cylinder,
an electronic balance,
a supply of ice cubes of different sizes,
a supply of cold water,
a stirrer,
a method of heating the water
and any other common laboratory apparatus that may be useful.
A student decides to investigate the effect of the mass of ice cubes on the time they take to
melt in water.
(a) Suggest three possible variables that should be kept constant in this investigation.
1. ......................................................................................................................................
2. ......................................................................................................................................
3. .................................................................................................................................. [3]
(b) In the table below, write the names of three items of apparatus that are necessary in
order to take readings in this investigation. In the second column of the table write the
quantity that the item measures.
item of apparatus
quantity measured
[3]
[Total: 6]
© UCLES 2010
0625/61/O/N/10
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Examiner’s
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0625 w10 qp_61
- 1. w w ap eP m e tr .X w om .c s er UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education *0199664493* 0625/61 PHYSICS Paper 6 Alternative to Practical October/November 2010 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 in the spaces at the top of the page. Write in dark blue or black pen. You may use a pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. 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. For Examiner’s Use 1 2 3 4 5 Total This document consists of 10 printed pages and 2 blank pages. DC (LEO/DJ) 25086/5 © UCLES 2010 [Turn over
- 2. 2 1 A student is determining the position of the centre of mass of an object using a balancing method. Fig. 1.1 shows the apparatus used. mass m 50.0 cm mark d load of mass x pivot 75.0 cm mark Fig. 1.1 A load of mass x is taped to the metre rule so that one side of the base is exactly on the 75.0 cm mark. The student places a mass m of 30 g on the rule and adjusts its position so that the rule is as near as possible to being balanced with the 50.0 cm mark exactly over the pivot, as shown in Fig. 1.1. The student records the distance d from the centre of the 30 g mass to the 50.0 cm mark on the rule. He then repeats the procedure using different masses. The readings are shown in Table 1.1. Table 1.1 m /g d / cm 30 45.0 40 34.0 50 27.0 60 22.5 70 1 1 d cm 19.3 (a) For each value of d, calculate 1/d and enter the values in the table. © UCLES 2010 0625/61/O/N/10 [2] For Examiner’s Use
- 3. 3 (b) Plot a graph of m / g (y-axis) against 1 1 (x-axis). d cm For Examiner’s Use [4] (c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the necessary information. G = .................................................. [2] (d) Determine the horizontal distance z from the 75.0 cm mark on the rule to the centre of mass of the load using the equation z = G – k, x where k = 1250 g cm and x = 50 g. z = ................................................. [2] [Total: 10] © UCLES 2010 0625/61/O/N/10 [Turn over
- 4. 4 2 The IGCSE class is investigating the rate of heating and cooling of a thermometer bulb. The apparatus used is shown in Fig. 2.1. thermometer lid water Fig. 2.1 (a) Record the room temperature θr shown on the thermometer. –10 0 10 20 30 40 50 60 70 80 90 100 110 °C θr = ................................................. [1] © UCLES 2010 0625/61/O/N/10 For Examiner’s Use
- 5. 5 (b) For the cooling experiment, a student places the thermometer into hot water as shown in Fig. 2.1. When the temperature shown on the thermometer stops rising, she records the temperature θ at time t = 0 s. She removes the thermometer from the water, immediately starts a stopclock, and records the temperature shown on the thermometer at 30 s intervals. The readings are shown in Table 2.1. For Examiner’s Use For the heating experiment, the student takes another thermometer and records the temperature θ shown on the thermometer at time t = 0 s. She places the thermometer in the beaker of hot water, immediately starts the stopclock, and records the temperature shown by the thermometer at 10 s intervals. The readings are shown in Table 2.2. Table 2.1 Table 2.2 t/ θ/ t/ θ/ 0 74 0 25 30 60 10 69 60 52 20 80 90 45 30 81 120 39 40 81 150 35 50 82 180 33 60 82 (i) Complete the column headings in both tables. [1] (ii) Estimate the time that would be taken in the cooling experiment for the thermometer to cool from the reading at time t = 0 s to room temperature θr . estimated time = ................................................. [1] (c) State in which table the initial rate of temperature change is the greater. Justify your answer by reference to your readings. The initial rate of temperature change is greater in Table ................................................. justification ....................................................................................................................... ...................................................................................................................................... [1] (d) If one of these experiments were to be repeated in order to determine an average temperature for each time, it would be important to control the conditions. Suggest two such conditions that should be controlled. 1. ...................................................................................................................................... 2. .................................................................................................................................. [2] [Total: 6] © UCLES 2010 0625/61/O/N/10 [Turn over
- 6. 6 3 The IGCSE class is investigating the current in a circuit when different resistors are connected in the circuit. The circuit is shown in Fig. 3.1. The circuit contains a resistor X, and there is a gap in the circuit between points A and B that is used for adding extra resistors to the circuit. X power source A A B Fig. 3.1 (a) A student connects points A and B together, switches on and measures the current I0 in the circuit. The reading is shown on the ammeter in Fig. 3.2. 0.6 0.4 0.8 0.2 0 A 1.0 Fig. 3.2 Write down the ammeter reading. I0 = .................................................. [1] © UCLES 2010 0625/61/O/N/10 For Examiner’s Use
- 7. 7 (b) The student connects a 3.3 Ω resistor between points A and B, switches on and records the current I. He repeats the procedure with a 4.7 Ω resistor and then a 6.8 Ω resistor. For Examiner’s Use Finally he connects the 3.3 Ω resistor and the 6.8 Ω resistor in series between points A and B, and records the current I. (i) Complete the column headings in the table. [1] R/ I/ 3.3 0.23 4.7 0.21 6.8 0.18 0.15 (ii) Write the combined resistance of the 3.3 Ω resistor and the 6.8 Ω resistor in series in the space in the resistance column of the table. [1] (c) Theory suggests that the current will be 0.5 I0 when the total resistance in the circuit is twice the value of the resistance of resistor X. Use the readings in the table, and the value of I0 from (a), to estimate the resistance of resistor X. estimate of the resistance of resistor X = .................................................. [2] (d) On Fig. 3.1 draw two resistors in parallel connected between A and B and also a voltmeter connected to measure the potential difference across resistor X. [3] [Total: 8] © UCLES 2010 0625/61/O/N/10 [Turn over
- 8. 8 4 The IGCSE class is investigating the reflection of light by a mirror as seen through a transparent block. Fig. 4.1 shows a student’s ray-trace sheet. mirror A B N transparent block E D C P3 P4 N' F eye sheet of paper Fig. 4.1 © UCLES 2010 0625/61/O/N/10 For Examiner’s Use
- 9. 9 (a) A student draws the outline of the transparent block ABCD on the ray-trace sheet. He draws the normal NN' to side CD. He draws the incident ray EF at an angle of incidence i = 20°. He pushes two pins P1 and P2 into line EF and places the block on the sheet of paper. He then observes the images of P1 and P2 through side CD of the block from the direction indicated by the eye in Fig. 4.1 so that the images of P1 and P2 appear one behind the other. He pushes two pins P3 and P4 into the surface, between his eye and the block, so that P3, P4 and the images of P1 and P2, seen through the block, appear in line. (The plane mirror along side AB of the block reflects the light.) For Examiner’s Use The positions of P3 and P4 are marked on Fig. 4.1. (i) On line EF, mark with neat crosses (x) suitable positions for the pins P1 and P2. (ii) Continue the line EF so that it crosses CD and extends as far as side AB. (iii) Draw a line joining the positions of P4 and P3. Continue the line so that it crosses CD and extends as far as side AB. Label the point G where this line crosses the [4] line from P1 and P2. (iv) Measure the acute angle θ between the lines meeting at G. θ = ...................................................... (v) Calculate the difference (θ – 2i ). (θ – 2i ) = ................................................. [2] (b) The student repeats the procedure using an angle of incidence i = 30° and records the value of θ as 62°. (i) Calculate the difference (θ – 2i). (θ – 2i ) = ...................................................... (ii) Theory suggests that θ = 2i . State whether the results support the theory and justify your answer by reference to the results. statement ................................................................................................................. justification ............................................................................................................... .............................................................................................................................. [3] (c) To place the pins as accurately as possible, the student views the bases of the pins. Explain briefly why viewing the bases of the pins, rather than the tops of the pins, improves the accuracy of the experiment. .......................................................................................................................................... .......................................................................................................................................... ...................................................................................................................................... [1] [Total: 10] © UCLES 2010 0625/61/O/N/10 [Turn over
- 10. 10 5 The IGCSE class is investigating the time taken for ice cubes to melt when placed in water. Each student is able to use glass beakers, a thermometer, a stopclock, a measuring cylinder, an electronic balance, a supply of ice cubes of different sizes, a supply of cold water, a stirrer, a method of heating the water and any other common laboratory apparatus that may be useful. A student decides to investigate the effect of the mass of ice cubes on the time they take to melt in water. (a) Suggest three possible variables that should be kept constant in this investigation. 1. ...................................................................................................................................... 2. ...................................................................................................................................... 3. .................................................................................................................................. [3] (b) In the table below, write the names of three items of apparatus that are necessary in order to take readings in this investigation. In the second column of the table write the quantity that the item measures. item of apparatus quantity measured [3] [Total: 6] © UCLES 2010 0625/61/O/N/10 For Examiner’s Use
- 11. 11 BLANK PAGE © UCLES 2010 0625/61/O/N/10
- 12. 12 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. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. © UCLES 2010 0625/61/O/N/10