0625 Igcse Physics 62

GEMS MODERN ACADEMY
KOCHI
PASTPAPER BOOKLET
IGCSE LEVEL
0625 PHYSICS
(2017 - 2021)
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 5 9 0 1 7 3 2 6 3 7 *
PHYSICS 0625/62
Paper 6 Alternative to Practical February/March 2017
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.
This document consists of 12 printed pages.
DC (ST/FC) 125968/9
© UCLES 2017 [Turn over
2
1 Some students are investigating how the surrounding temperature affects the rate at which water
cools.
They are using the apparatus shown in Fig. 1.1.
0
10
80
test-tube
°C °C
90
hot water hot
70
beaker water
80
60 cold
warm
water
water
70
50
60
40
beaker A beaker B
50
30
40
20
30
10
20
0
10
0
–1
Fig. 1.1
(a) Using Fig. 1.1
• record the temperature θA of the cold water in beaker A,
θA = ...............................................................
• record the temperature θB of the warm water in beaker B.
θB = ...............................................................
[1]
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3
(b) The test-tubes of hot water are placed into beakers A and B.
The students record the temperatures θ of the water in the test-tubes every 30 s. Their
readings are shown in Table 1.1.
Complete the units and the time column in Table 1.1.
Table 1.1
tube in beaker A tube in beaker B

time
with cold water with warm water
t/ θ/ θ/
0 80.5 81.0
52.5 64.5
42.0 55.0
36.0 50.5
32.5 48.0
30.5 46.5
29.0 45.5
[2]
(c) Describe two precautions that you would take, before reading the thermometer, to ensure
that the temperature readings are as accurate as possible in the experiment.
1. ...............................................................................................................................................
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2. ...............................................................................................................................................
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[2]
(d) Write a conclusion stating how increasing the temperature of the surrounding water affects
the rate of cooling of the water in the test-tube.
Justify your answer by reference to the results in Table 1.1.
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...............................................................................................................................................[2]
© UCLES 2017 0625/62/F/M/17 [Turn over

4
(e) Suggest one change to the experiment shown in Fig. 1.1 to ensure that the comparison of the
effect of surrounding temperature on cooling is a fair test.
Explain why the change is an improvement.
change ......................................................................................................................................
...................................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
(f) The students use a measuring cylinder to measure 200 cm3 of cold water.
Describe briefly how to read a measuring cylinder to obtain an accurate value for the volume
of water. You may draw a diagram.
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...............................................................................................................................................[2]
[Total: 11]
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5
2 A student is investigating the resistance of three wires A, B and C. He is using the circuit shown in
Fig. 2.1.
The circuit is set up to test wire A. The length, l of each wire is measured and recorded.
power supply
crocodile
clip
A
B
C
resistance wires
Fig. 2.1
(a) On Fig. 2.1, draw a voltmeter connected so that it will measure the potential difference across
wire A. [1]

6
(b) In the first line of Table 2.1, record the potential difference V and current I for wire A, as
shown in Figs. 2.2 and 2.3. [2]
2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A
Fig. 2.2 Fig. 2.3
Table 2.1
wire l/m V/V I /A R/Ω
A 0.900
B 0.500 2.4 0.75
C 0.400 2.2 0.85
(c) The student connects the crocodile clips to wire B and then wire C in turn. His readings of
potential difference and current are shown in Table 2.1.
Calculate, and record in Table 2.1, the resistance R of each wire.

V
Use the equation R = .
I
[2]
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7
R
(d) (i) Calculate the resistance per unit length r of each wire using the equation r = .
l
Include the unit.
r for wire A = ...............................................................
r for wire B = ...............................................................
r for wire C = ...............................................................

[2]
(ii) Another student suggests that r should be the same for each wire.
State whether your results support this suggestion. Justify your statement with reference
to your results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(e) The student measures the length of each wire to be tested.
On Fig. 2.4, draw an arrow ( ) to indicate precisely between which two points he should
measure l.
connecting lead
resistance wire
crocodile clip
Fig. 2.4
[1]
(f) One possible problem with this type of experiment is heating of the resistance wires.
Suggest a precaution that could be taken to reduce this.
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...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]
8
3 Some students are investigating the magnification produced by a converging lens.
illuminated u
triangle
screen
lens
Fig. 3.1
(a) A student sets the distance u between the illuminated triangle and the lens to 20.0 cm.
She moves the screen until a sharp image of the triangle is seen on the screen.
The student measures the height of the illuminated triangle hO.

1.5 cm
hO = ...............................................................
Measure and record, in Table 3.1, the height of the image of the triangle hI on the screen, as
shown in Fig. 3.2. [1]
hI
Fig. 3.2
Table 3.1
u / cm hI / cm M
20.0
25.0 2.25
35.0 1.10
45.0 0.75
55.0 0.55
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9
(b) The student measures the height hI of the image for u values of 25.0 cm, 35.0 cm, 45.0 cm
and 55.0 cm. Her results are shown in Table 3.1.
For each value of u, calculate and record in Table 3.1 a value for the magnification M.
hI
Use the equation M = and the value of hO from (a). [1]
hO
(c) Plot a graph of M (y-axis) against u / cm (x-axis).
[4]
(d) From your graph, determine the value of u when M = 1.0. Show clearly on your graph how
you obtained the information.
u = ...........................................................[2]

10
(e) Describe one difficulty that might be experienced when measuring the height of the image in
this experiment. Suggest one improvement to the apparatus to overcome this.
difficulty .....................................................................................................................................
...................................................................................................................................................
improvement .............................................................................................................................
...................................................................................................................................................
[2]
(f) When setting up the apparatus, the student makes sure that the card with the illuminated
triangle, the lens and the screen are all perpendicular to the bench.
Explain why this is an important precaution in this experiment.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]
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11
4 A student is investigating how the material of a spring affects its behaviour when stretched.
The following apparatus is available to the student:
wires of different thickness, length and material

a set of 10 g masses and a set of 100 g masses, both with hangers
a wooden rod approximately 1 cm in diameter
other standard laboratory equipment.
Plan an experiment which will enable you to test the extension of springs made from different
types of wire.
In your plan, you should include:
• instructions for making a spring from the wire that is provided,
• what you will measure,
• instructions for carrying out the experiment,
• the variables you will keep the same to ensure the comparison is a fair test,
• any precaution which should be taken or difficulty which might occur,
• how you will present your results.
You may draw a diagram if it helps to explain your plan.
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[Total: 7]
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 2017 0625/62/F/M/17

* 7 9 1 7 9 4 6 5 4 2 *
PHYSICS 0625/62
1 hour

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 14 printed pages and 2 blank pages.
DC (NF/SW) 150177/4
2
BLANK PAGE
© UCLES 2018 0625/62/F/M/18

3
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.
a
block Q
metre rule b
pivot
0 cm mark 50.0 cm mark 100 cm mark
Fig. 1.1
(a) He places the metre rule on the pivot and then places block Q with its centre at the 95.0 cm
mark.
The student stated that it is difficult to place the mass accurately at the 95.0 cm mark.
Explain how the student could overcome this. You may draw a diagram to help your
explanation.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

4
(b) The student keeps block Q at the 95.0 cm mark and adjusts the position of the metre rule on
the pivot until the metre rule is as near to being balanced as possible.
Describe a method to find the point at which the metre rule is as near to being balanced as
possible.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) The student determines the distance a between the centre of block Q and the 50.0 cm mark
and also the distance b between the centre of block Q and the pivot.
He repeats the procedure for positions of block Q at the 90.0 cm, 85.0 cm, 80.0 cm and
75.0 cm marks. His results are shown in Table 1.1.
Table 1.1
position of Q
a / cm b / cm
/ cm
95.0 45.0 39.0
90.0 40.0 34.3
85.0 35.0 30.0
80.0 30.0 25.2
75.0 25.0 21.4
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(i) Plot a graph of a / cm (y-axis) against b / cm (x-axis). You do not need to start your axes at
the origin (0, 0).
[4]
(ii) Determine the gradient G of your line. Show clearly on the graph how you obtained the
necessary information.
G = ...........................................................[1]
(iii) Calculate the mass MR of the metre rule using the equation MR = M ,
(G – 1)
where M = 20 g. Record the value for MR to a suitable number of significant figures for
this experiment.
MR = ...........................................................[2]

6
(d) Two students carry out the experiment correctly but with different values for the mass of
block Q. One student obtains values of b that are larger than those obtained by the other
student.
State and explain whether the larger values of b are likely to produce a more accurate value
for the mass of the metre rule.
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[Total: 11]
© UCLES 2018 0625/62/F/M/18

7
BLANK PAGE

8
2 Some students are investigating how the volume of water affects the rate at which water in a
beaker cools.

100
100
clamp
90
90
clamp
80
80
thermometer A thermometer B
beaker A beaker B
bench
Fig. 2.1
(a) (i) 200 cm3 of hot water is poured into beaker A and the initial temperature rises to the value
shown on thermometer A in Fig. 2.1.
In the first row of Table 2.1, record this temperature θA for time t = 0.
100 cm3 of hot water is poured into beaker B. The temperature rises to the value shown
on thermometer B in Fig. 2.1.
In the first row of the table, record this temperature θB for time t = 0.
[1]
(ii) The temperatures θA and θB of the water in each experiment at times t = 30 s, 60 s, 90 s,

120 s, 150 s and 180 s are shown in the table.
Complete the headings and the time column in the table. [2]
Table 2.1
beaker A beaker B
with 200 cm3 of water with 100 cm3 of water
t/ θA / θB /
0
85.0 86.0
83.0 83.0
81.5 80.5
80.0 78.0
78.5 76.0
77.5 74.5
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9
(b) Describe one precaution which should be taken to ensure that the temperature readings in
the experiment are as accurate as possible.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Write a conclusion stating how the volume of water in the beaker affects the rate of cooling of
the water. Justify your answer by reference to the results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) (i) Using the results for 100 cm3 of water, calculate the average rate of cooling x1 for the
first 90 s of the experiment. Use the readings from the table and the equation
θ0 – θ90
x1 = ,
t
where t = 90 s and θ0 and θ90 are the temperatures at time 0 and at time 90 s.
Include the unit for the rate of cooling.
x1 = ...........................................................[1]
(ii) Using the results for 100 cm3 of water, calculate the average rate of cooling x2 in the last
90 s of the experiment. Use the readings from the table and the equation
θ90 – θ180
x2 = ,
t
where t = 90 s and θ90 and θ180 are the temperatures at time 90 s and at time 180 s.
Include the unit for the rate of cooling.
x2 = ............................................................[1]

10
(e) A student suggests that it is important that the experiments with the two volumes of water
should have the same starting temperatures.
State whether your values for x1 and x2 support this suggestion. Justify your statement with
reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[1]
(f) Another student plans to investigate whether more thermal energy is lost from the water
surface than from the sides of the beakers.
Describe an experiment that could be done to investigate this.
You may draw a diagram to help your description.
...................................................................................................................................................
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...............................................................................................................................................[2]
[Total: 11]
© UCLES 2018 0625/62/F/M/18

11
3 A student is investigating a circuit containing different lamps.

She is using the circuit shown in Fig. 3.1.
power supply
X Y
Fig. 3.1
(a) On Fig. 3.1, draw a voltmeter connected so that it measures the potential difference (p.d.)
across lamp X.
[1]
(b) The student uses the ammeter to measure the current in the circuit.
0.4 0.6
0.2 0.8
0 1.0
Fig. 3.2
Record the current IS in the circuit, as shown in Fig. 3.2.
IS = ............................................................[1]

12
(c) (i) The student uses the voltmeter to measure the p.d. VX across lamp X and then
reconnects the voltmeter to measure the p.d. VY across lamp Y.
2 3 2 3
1 4 1 4
0 5 0 5
V V
Fig. 3.3 Fig. 3.4
Record the value of the p.d. VX across lamp X, shown in Fig. 3.3.
VX = ...............................................................
Record the value of the p.d. VY across lamp Y, shown in Fig. 3.4.
VY = ...............................................................
[1]
(ii) She then measures the p.d. VS across both lamps in series.
2 3
1 4
0 5
Fig. 3.5
Record the value of the p.d. VS across both lamps in series, shown in Fig. 3.5.
VS = ...........................................................[1]
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13
(iii) A student suggests that VS should be equal to (VX + VY).

State whether the readings support this suggestion. Justify your statement with reference
to the results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(d) Calculate the resistance R1 of lamp X. Use the readings from (b) and (c)(i) and the
V
equation R1 = X .
IS
R1 = ...................................................... Ω [1]
(e) (i) The circuit components are to be rearranged so that
• lamps X and Y are connected in parallel

• the ammeter measures the current in lamp X only
• the voltmeter measures the p.d. across the lamps.
Draw a circuit diagram of this arrangement.
[2]

14
(ii) The student sets up the circuit as described in (e)(i).
She measures and records the current in lamp X and the p.d. across the lamps.
She then calculates a new resistance R2 for lamp X in this parallel circuit.
8.3 Ω
R2 = ...............................................................
The student notices that lamp X is very bright in this parallel circuit, but it was dim in the
series circuit in (a).
Suggest how temperature affects the resistance of a lamp.

Justify your suggestion by reference to the value of R1 from (d) and the value of R2.
...........................................................................................................................................
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[2]
[Total: 11]
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15
4 A student is investigating the factors that affect the size of the crater (hole) a ball makes when it is
dropped into sand.
Plan an experiment which would enable you to investigate one factor which might affect the size
of the crater.
The apparatus available includes
metal balls of different sizes

a tray of sand
Write a plan for the experiment.
In your plan you should:
• state which factor is being investigated,
• state the key variables that you would control,
• list any additional apparatus needed,
• explain briefly how you would carry out the experiment including what would be measured
and how this would be done,
• state the precautions which should be taken to obtain reliable results,
• suggest a suitable graph which could be drawn from the results.
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16
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[Total: 7]
© UCLES 2018 0625/62/F/M/18

Cambridge Assessment International Education
* 9 4 9 9 7 9 1 5 5 1 *
PHYSICS 0625/62
1 hour
Write your centre number, candidate number and name on all the work you hand in.

This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/TP) 168080/5
2
1 A student is investigating the reflection of light by a plane mirror.
Fig. 1.1 shows his ray-trace sheet at full size.
ray-trace
sheet C
E A
P
θ lamp
B F D
Fig. 1.1
(a) The student carries out an initial experiment.

He draws lines AB and CD as shown in Fig. 1.1.
He then draws a line EF through a point N as shown in Fig. 1.1 and at an angle θ to line AB.
(i) Measure the angle θ.
θ = ........................................................ [1]
(ii) Draw a normal to line AB at point N and extend the normal to line CD. Label the point at
which the normal crosses line CD with the letter L. [1]
© UCLES 2019 0625/62/F/M/19
3
(b) The student places a plane mirror on line EF and a screen with a 2 mm slit on line CD. He
arranges the screen so that a ray of light shines along line LN.
The ray reflected from the mirror passes through point P.
State and explain whether point P, shown on Fig. 1.1, is at a suitable distance from point N
for this investigation.
statement ..................................................................................................................................
explanation ...............................................................................................................................
[1]
(c) • Draw a line joining point N and point P. Extend this line until it meets line CD.
• Label the point at which this line meets line CD with the letter G.
• Measure the length a of line LG.
a = ................................................... cm [2]
(d) The student repeats the procedure for values of θ = 25°, 20°, 15°, 10° and 5°.
His values for a are shown in Table 1.1.
Table 1.1
θ/° a / cm
25 12.2
20 8.3
15 5.7
10 3.6
5 1.8

4
Use the values from Table 1.1 to plot a graph of a / cm (y-axis) against θ / ° (x-axis).
[4]
(e) Suggest a possible source of inaccuracy in this experiment, even if it is carried out carefully.
...................................................................................................................................................
............................................................................................................................................. [1]
(f) A student wishes to check if his values for a are reliable.
Suggest how he could improve the experiment, using the same apparatus, to check the
reliability of his results.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
© UCLES 2019 0625/62/F/M/19

5
2 Students are investigating how the use of a lid or insulation affects the rate of cooling of hot water
in a beaker. They use the apparatus shown in Fig. 2.1.
thermometer
insulation beakers lid
A B
20 400
30
Fig. 2.1
(a) Record the room temperature θR shown on the thermometer in Fig. 2.1.
θR = ........................................................ [1]
(b) • 100 cm3 of hot water is poured into beaker A and the initial temperature θ is recorded in
Table 2.1.
• The temperature θ of the water at times t = 30 s, 60 s, 90 s, 120 s, 150 s and 180 s are
shown in Table 2.1.
• This process is repeated for beaker B.
Complete the headings and the time column in Table 2.1. [2]
Table 2.1
beaker A beaker B
with insulation with a lid
t/ θ/ θ/
0 83.0 86.0
79.0 84.0
75.5 82.5
73.0 81.0
71.0 80.0
69.5 79.0
68.5 78.5

6
(c) Write a conclusion stating whether the insulation or the lid is more effective in reducing the
cooling rate of the water in the beakers in this experiment.
Justify your answer by reference to the results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) One student thinks that the experiment does not show how effective insulation is on its own
or how effective a lid is on its own.
Suggest an additional experiment which could be used to show how effective a lid or insulation
is.
Explain how the additional results could be used.
additional experiment ...............................................................................................................
...................................................................................................................................................
...................................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
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7
(e) (i) Calculate xA, the average cooling rate for beaker A over the whole experiment. Use the
readings for beaker A from Table 2.1 and the equation
θ – θ180
xA = 0
T
where T = 180 s and θ0 and θ180 are the temperatures at time t = 0 and time t = 180 s.
Include the unit for the cooling rate.
xA = ........................................................ [2]
(ii) Students in another school are carrying out this experiment using identical equipment.
State why they should make the initial temperature of the water the same as in this
experiment if they are to obtain average cooling rates that are the same as in Table 2.1.
Assume that the room temperature is the same in each case.
Use the results from beaker A to explain why this factor should be controlled.
statement ..........................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 11]

8
3 A student is investigating a resistance wire. She uses the circuit shown in Fig. 3.1.
power supply
A
P Q
crocodile clip
resistance wire
l
Fig. 3.1
(a) (i) On Fig. 3.1, draw a voltmeter connected to measure the potential difference V across
terminals P and Q. [1]
(ii) The student connects the crocodile clip to a length l = 90.0 cm of the resistance wire and
measures the potential difference V across terminals P and Q and the current I in the
circuit.
2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A
Fig. 3.2 Fig. 3.3
Read, and record in Table 3.1, the values of V and I shown on the meters in Fig. 3.2 and
Fig. 3.3. [2]
© UCLES 2019 0625/62/F/M/19

9
(b) The student then connects the crocodile clip to lengths l = 60.0 cm and l = 40.0 cm of the
resistance wire. She measures the potential difference V across terminals P and Q and the
current I in the circuit. Her readings are shown in Table 3.1.
Complete the column headings in Table 3.1. [1]
Table 3.1
l / cm V/ I/ R/Ω
R Ω
/
l cm
90.0
60.0 2.5 0.52
40.0 2.3 0.71
(c) (i) Calculate, and record in Table 3.1, the resistance R of each length l of the wire.
V
Use the readings from Table 3.1 and the equation R = .
I
[2]
(ii) Calculate, and record in Table 3.1, the value of R for each length of the wire.
l
[1]
(d) Use your results in Table 3.1 to calculate the resistance R25 of a 25.0 cm length of the
resistance wire.
Show your working.
R25 = ..................................................... Ω [1]
(e) Suggest one reason why different students, carrying out the experiment carefully with the
same equipment, may not obtain identical results.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]

10
(f) The student finds that, during the experiment, the wire becomes hot because of a high
current.
She decides to use a variable resistor to prevent this.
Complete the circuit in Fig. 3.4 to show a variable resistor used for this purpose in the
experiment.
power supply
resistance wire
[2]
Fig. 3.4
[Total: 11]
© UCLES 2019 0625/62/F/M/19

11
4 A student wants to investigate the effect of air resistance on the swing of a pendulum.
Plan an experiment which will enable him to investigate how air resistance changes the way in
which a pendulum swings.
The apparatus available includes:
a light wooden rod, approximately 80 cm long with a hole at one end, through which a nail
will fit
a piece of modelling clay to act as a pendulum bob, as shown in Fig. 4.1
a sheet of thick card which will provide the air resistance when the pendulum swings.
In your plan, you should:
• list any additional apparatus needed
• explain briefly how you would carry out the experiment including exactly which measurements
should be taken
• state the key variables that you would control
• 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.
You may add to Fig. 4.1 or draw an additional diagram if it helps to explain your plan.
nail
wooden
rod
bob
Fig. 4.1
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12
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[Total: 7]
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019 0625/62/F/M/19

Cambridge IGCSE™
* 2 9 3 2 9 5 9 0 9 0 *
PHYSICS 0625/62
1 hour
You must answer on the question paper.
No additional materials are needed.
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.
INFORMATION
● The total mark for this paper is 40.
● The number of marks for each question or part question is shown in brackets [ ].
This document has 16 pages. Blank pages are indicated.
DC (RW/FC) 189188/4
2
1 A student is determining the density of wood by two methods.
He is using the wooden rod shown in Fig. 1.1.
length
wooden rod
diameter
loop of thread
Fig. 1.1
Method 1
The dimensions of the wooden rod are shown full size in Fig. 1.2.
Fig. 1.2
(a) (i) Measure the length l and the diameter d of the wooden rod in Fig. 1.2.
l = ......................................................... cm
d = ......................................................... cm
[2]
(ii) Suggest an accurate method for measuring the diameter of the wooden rod in this
experiment.
List any additional apparatus that might be required and briefly describe how you would
determine the diameter.
You may draw a diagram if it helps to explain your answer.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2020 0625/62/F/M/20
3
(b) The student uses a balance to measure the mass m of the wooden rod as shown in Fig. 1.3.
wooden rod
7.8 g
Fig. 1.3
Record the mass m of the rod.
m = ............................................................g
Calculate a value ρ1 for the density of the wooden rod. Use your values from (a)(i) and (b)
4m
and the equation ρ1 = . Include a suitable unit.
π d 2 l
ρ1 = ........................................................ [2]

4
Method 2
(c) The student pours water into a measuring cylinder as shown in Fig. 1.4.
He then floats the wooden rod in the water as shown in Fig. 1.5.
150
160
140
150
Fig. 1.4 Fig. 1.5
Record the reading V1 of the water level in the measuring cylinder as shown in Fig. 1.4.
V1 = ........................................................cm3
Record the new reading V2 of the water level in the measuring cylinder with the rod floating in
the water as shown in Fig. 1.5.
V2 = ........................................................cm3
[1]
© UCLES 2020 0625/62/F/M/20

5
(d) The student removes the rod and lowers a piece of modelling clay into the water as shown in
Fig. 1.6.
He then hooks the rod to the modelling clay and lowers them into the water as shown in
Fig. 1.7.
hook
modelling clay
Fig. 1.6 Fig. 1.7
He records the new reading V3 of the water level in the measuring cylinder with the modelling
clay.
He records the reading V4 of the water level in the measuring cylinder with the modelling clay
and rod.
164
V3 = ........................................................cm3
178
V4 = ........................................................cm3
Calculate another value ρ2 for the density of the wooden rod. Use the values from (c) and (d)
(V2 – V1)
and the equation ρ2 = × k where k = 1.0 g / cm3.
(V4 – V3)
ρ2 = ........................................................ [2]
6
(e)
Fig. 1.8
On Fig. 1.8, draw an arrow showing the correct line of sight for reading the volume of water in
the measuring cylinder. [1]
(f) Suggest a possible source of inaccuracy in Method 2, even if it was carried out carefully.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
© UCLES 2020 0625/62/F/M/20

7
2 Students are investigating the cooling of hot water in a beaker.
thermometer
70
beaker
60
50
bench
40
30
20
10
0
Fig. 2.1
(a) Record room temperature θR shown on the thermometer in Fig. 2.1.
θR = ........................................................ [1]

8
(b) A volume of 150 cm3 of hot water is poured into the beaker and the initial temperature θ is
recorded in Table 2.1.
The temperature of the water is recorded every 30 s. The values are shown in Table 2.1.
(i) Complete the headings in Table 2.1. [1]
Table 2.1
t/ θ/
0 95.0
30 89.0
60 83.5
90 79.0
120 75.0
150 71.5
180 68.5
210 66.0
240 64.0
270 62.5
(ii) Describe one precaution that you would take to ensure that the temperature readings in
the experiment are as accurate as possible.
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2020 0625/62/F/M/20

9
(c) (i) Calculate the average cooling rate x1 during the first 90 s of the experiment. Use the
readings from Table 2.1 and the equation
θ0 – θ90
x1 =
T
where T = 90 s and θ0 and θ90 are the temperatures at t = 0 and t = 90 s.
x1 = ........................................................ [1]
(ii) Calculate the average cooling rate x2 during the middle 90 s of the experiment. Use the
θ90 – θ180
x2 =
T
where T = 90 s and θ90 and θ180 are the temperatures at t = 90 s and t = 180 s.
x2 = ........................................................ [1]
(iii) Calculate the average cooling rate x3 during the last 90 s of the experiment. Use the
θ180 – θ270
x3 =
T
where T = 90 s and θ180 and θ270 are the temperatures at t = 180 s and t = 270 s.
x3 = ........................................................ [1]
(d) (i) The temperature of the water falls as time passes. Use the results from (c) to describe
the pattern of the rate of cooling of the water during the experiment.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Give an estimate of the probable final temperature θF of the water if left to cool for many
hours.
θF = ........................................................ [1]

10
(e) (i) A student in another school carries out a similar experiment.

She starts with the hot water at a lower initial temperature.
Suggest how her cooling rates are likely to compare with those calculated in (c).
Use the results to explain your answer.
suggestion .........................................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) State one variable, other than the initial temperature, which the student should control.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]
© UCLES 2020 0625/62/F/M/20

11
3 A student is investigating a power supply.

She is using the circuit shown in Fig. 3.1.
power supply
P Q
crocodile clip
l resistance wire
Fig. 3.1
(a) The student connects the crocodile clip to a length l = 100.0 cm of the resistance wire and
measures the potential difference V0 across terminals P and Q and the current I0 in the
circuit.
2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A
Fig. 3.2 Fig. 3.3
(i) Record the values of V0 and I0 shown on the meters in Fig. 3.2 and Fig. 3.3.
V0 = ........................................................... V
I0 = ........................................................... A
[1]
(ii) Calculate the resistance R0 of 100.0 cm of the wire. Use your values of V0 and I0 and the
V0
equation R0 = .
I0
R0 = ........................................................... Ω
[1]

12
(b) The student then connects the crocodile clip to lengths l = 70.0 cm, 60.0 cm, 50.0 cm, 40.0 cm
and 30.0 cm of the resistance wire. She measures the current I in the circuit for each length.
Her readings are shown in Table 3.1.
Table 3.1
l / cm I /A
/
1 1
I A
70.0 0.35
60.0 0.40 2.50
50.0 0.44 2.27
40.0 0.53 1.89
30.0 0.65 1.54
Calculate, and record in Table 3.1, the value of 1 for length l = 70.0 cm of the wire. [1]
I
origin (0,0). /
(c) Plot a graph of l / cm (y-axis) against 1 1 (x-axis). You do not need to start your axes at the
I A
[4]
© UCLES 2020 0625/62/F/M/20

13
(d) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ........................................................ [1]
(ii) Calculate the electromotive force (e.m.f.) E of the power supply. Use your value of R0
G × R0
from (a)(ii) and the equation E = , where k = 100 cm.
k
E = ......................................................V [1]
(e) The ammeter in this circuit has a small resistance which affects the current. The effect of
this resistance on the measured current I will be different for each measured length l of the
resistance wire.
State and explain which length l will be most affected by the resistance of the ammeter.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]

14
4 A student investigates a wind turbine, which is an electrical generator driven by a propeller blade.
Plan an experiment which will enable him to investigate how the current in a resistor connected
across the terminals of the turbine varies with the speed of the air flow through the turbine.
a model wind turbine as shown in Fig. 4.1

an electric fan to provide the moving air to turn the turbine
a device for measuring air speed.
• complete the wind turbine circuit diagram on Fig. 4.1
• state the key variables to be kept constant
• explain briefly how to carry out the experiment, including how the speed of the air flow is to
be changed
• explain how to use the readings to reach a conclusion.
resistor wind turbine propeller blade electric fan
bench
Fig. 4.1
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[Total: 7]
© UCLES 2020 0625/62/F/M/20

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© UCLES 2020 0625/62/F/M/20

Cambridge IGCSE™
* 2 7 3 6 6 6 7 1 5 3 *
PHYSICS 0625/62
1 hour
INSTRUCTIONS
INFORMATION
This document has 16 pages. Any blank pages are indicated.
DC (CJ/CGW) 203602/3
2
1 A student investigates the motion of an oscillating metre rule.
He uses the apparatus shown in Fig. 1.1.
clamps
vertical
threads
d metre rule
stands
horizontal bench
Fig. 1.1
(a) The student ensures that the metre rule is horizontal.
Briefly describe how to check that the metre rule is horizontal. You may draw a diagram or
draw on Fig. 1.1 if it helps to explain your answer.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
© UCLES 2021 0625/62/F/M/21

3
(b) The student moves the stands so that the vertical threads are at the marks on the metre rule
shown in Fig. 1.2.
vertical
threads
1 2 3 96 97 98 99
Fig. 1.2
Calculate the distance d between the threads.
d =................................................. cm [1]
(c) He twists the metre rule a small amount, as shown in Fig. 1.3, and then lets it go so that it
oscillates in a rotating motion.
metre rule seen from above

one
oscillation
twist
Fig. 1.3
He measures the time t for 5 complete oscillations of the metre rule.

3.63
t =.......................................................... s
Suggest why it is useful to take a trial reading for this experiment.
...................................................................................................................................................
............................................................................................................................................. [1]

4
(d) The student carries out the same procedure for d values of 20.0 cm, 30.0 cm, 40.0 cm, 50.0 cm
and 60.0 cm. His readings are shown in Table 1.1.
Table 1.1
d / cm t/s
1 1
T s/
20.0 17.85
30.0 11.36 0.44
40.0 8.77 0.57
50.0 6.93 0.72
60.0 5.68 0.88
For distance d = 20.0 cm, calculate and record in Table 1.1, the value of 1 where T is the time
for 1 oscillation of the metre rule. T
1
Use the value of time t from Table 1.1 and the equation = . 5
T t [1]
(e) Plot a graph of distance d / cm (y-axis) against

1 1
T s /
(x-axis).
[4]
(f) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G =...................................................... [1]
© UCLES 2021 0625/62/F/M/21

5
(g) (i) Explain why it is more accurate to measure the time for 5 oscillations rather than for
1 oscillation.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Describe how the experiment could be improved to make the readings more reliable.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]

6
2 Students investigate the cooling of hot water in two different cups.
They use the apparatus shown in Fig. 2.1.
Cup A is made from thin plastic. The top of cup A has an inside diameter of 7 cm. Cup B is made
from expanded polystyrene. The top of cup B has an inside diameter of 8 cm.
thermometer
lids
bench
cup A cup B
30
20
10
Fig. 2.1
(a) (i) Record the room temperature θR shown on the thermometer in Fig. 2.1.
θR =...................................................... [1]
(ii) Describe one precaution that you would take to ensure that temperature readings in the
experiment are as accurate as possible.
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2021 0625/62/F/M/21

7
(b) A volume of 100 cm3 of hot water is poured into each cup and the initial temperature θ is
recorded in Table 2.1.
The temperature of the water in each cup is recorded every 30 s. The values are shown in
Table 2.1.
Table 2.1
cup A cup B
t/ θ/ θ/
0 87.5 88.0
30 84.5 86.0
60 82.0 84.5
90 80.5 83.0
120 79.0 82.0
150 78.0 81.0
180 77.0 80.5
Complete the headings in Table 2.1. [1]
(c) Write a conclusion stating which cup, A or B, is the more effective in reducing the cooling rate
of the hot water in this experiment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) (i) Calculate xA, the average cooling rate for cup A over the whole experiment. Use the
readings for cup A from Table 2.1 and the equation
θ0 – θ180
xA =
T
where T = 180 s and θ0 and θ180 are the temperatures at time t = 0 and at time t = 180 s.
xA =...................................................... [2]

8
(ii) Suggest an additional experiment to show how the lid affects the cooling rate of cup A.
Explain how to use the additional results to show the effect.
additional experiment ........................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(e) A student wishes to compare the effect of the materials of the cups on cooling rates. Suggest
two variables that she should control to make this test fair.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
© UCLES 2021 0625/62/F/M/21

9
3 A student investigates a resistor and a lamp connected in series.

She uses the circuit shown in Fig. 3.1.
power supply
resistance wire
A crocodile clip
Fig. 3.1
(a) The student moves the crocodile clip on the resistance wire so that the value of the potential
difference VL across the lamp is 2.0 V.
She measures the current I for the lamp and resistor in series.
She then connects the voltmeter to measure the potential difference VR across the resistor.
0.4 0.6 2 3
0.2 0.8 1 4
0 1.0 0 5
A V
Fig. 3.2 Fig. 3.3
Read, and record in Table 3.1, the values of I and VR shown on the meters in Fig. 3.2 and
Fig. 3.3.
[2]

10
(b) The student repeats the steps in (a) for values of VL = 1.0 V and VL = 0.5 V.
Her readings are shown in Table 3.1.
Table 3.1
VL / V I /A VR / V RL / Ω RR / Ω
2.0
1.0 0.15 3.0
0.5 0.12 2.4
Calculate, and record in Table 3.1, the resistance of the lamp RL for each value of VL.
VL
Use the values of VL and I from Table 3.1 and the equation RL = .
I
Calculate, and record in Table 3.1, the resistance of the resistor RR for each value of VL.
VR
Use the values of VR and I from Table 3.1 and the equation RR = .
I
[2]
(c) (i) Describe the pattern of any change in the value of RL as VL decreases.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) A student suggests that RR should be constant.
State whether your results support this suggestion.

Justify your statement by reference to values from Table 3.1.
statement ..........................................................................................................................
...........................................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2021 0625/62/F/M/21

11
(d) A student wishes to determine the resistance of the lamp RL when the potential difference
across the lamp VL = 0.0 V.
Describe how the experiment can be extended to do this with the help of a suitable graph.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(e) It is possible to use a variable resistor instead of a resistance wire to change the potential
difference across the lamp.
Complete the circuit in Fig. 3.4 to show:
• a variable resistor used for this purpose

• the voltmeter connected to measure the potential difference across the resistor
power supply
Fig. 3.4 [2]
[Total: 11]

12
4 A student investigates the motion of a ball rolling down a slope.
Plan an experiment which enables him to investigate how one factor affects the average speed of
the ball.
Average speed can be calculated using the equation:

distance travelled
average speed =
time taken
balls of various sizes and materials

a board which can act as a slope
blocks to support one end of the board.
• state a factor which can be measured
• explain briefly how to carry out the experiment including exactly which measurements are to
be taken
• draw a table, or tables, with column headings, to show how to display the readings
© UCLES 2021 0625/62/F/M/21

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[Total: 7]
© UCLES 2021 0625/62/F/M/21
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© UCLES 2021 0625/62/F/M/21

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© UCLES 2021 0625/62/F/M/21

* 3 2 1 1 3 8 8 0 9 7 *
PHYSICS 0625/62
Paper 6 Alternative to Practical May/June 2017
1 hour

DC (CW/FD) 127039/7
2
1 The class is investigating the resistances of two resistance wires.
The circuit used is shown in Fig. 1.1.
power supply
A B
C D
S resistance wires
V
Fig. 1.1
(a) A student places a sliding contact S on the resistance wire AB at a distance l = 0.200 m from
point A. She measures the current I in the circuit and the potential difference V across the
length l = 0.200 m of resistance wire.
Figs. 1.2 and 1.3 show the voltmeter and ammeter readings.
(i) Write down the readings shown on the meters in Figs. 1.2 and 1.3.
5 6 0.6
3 4 7 0.4
2 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 1.2 Fig. 1.3
V = ............................................................... I = ...............................................................
[2]
(ii) Calculate the resistance R of the length l = 0.200 m of resistance wire, using the equation
V
R= .
I
R = ...........................................................[1]
© UCLES 2017 0625/62/M/J/17

3
(b) The student repeats the procedure using the distance l = 0.400 m. Her result is shown.
2.54 Ω
R = ...............................................................
(i) Calculate the difference between the two values for R.
difference = ...........................................................[1]
(ii) Suggest a relationship between the length l and the resistance R of the wire that matches
the results, within the limits of experimental accuracy.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Using the same method as in (a), the student determines the resistance R1 of the resistance
wire AB of total length l = 0.500 m.
3.08 Ω
R1 = ...............................................................
She then uses a short lead to connect points B and D. She uses the same method again
to determine the combined resistance R2 of the resistance wires AB and CD connected
together.
1.50 Ω
R2 = ...............................................................
Use the student’s results to compare the resistance R1 of wire AB with the resistance R2 of
wires AB and CD connected together.
Tick the box next to the description that most closely matches the results.
R1 = R2
R1 = 2R2
2R1 = R2
There is no simple relationship between R1 and R2.

[1]
(d) Suggest two reasons why different students, all carrying out this experiment carefully, with
the same apparatus, may not obtain identical results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 8]
© UCLES 2017 0625/62/M/J/17 [Turn over

4
2 The class is investigating the refraction of light passing through a transparent block. A student is
using optics pins to trace the paths of rays of light.
Fig. 2.1 shows the student’s ray-trace sheet.
A B
D C
P3
P4
ray-trace eye
sheet
Fig. 2.1
(a) • On Fig. 2.1, draw and label a normal NL at the centre of side AB. Label the point E
where the normal crosses AB. Label the point M where the normal crosses CD. [1]
• Draw a line FE, to the left of the normal and at an angle of incidence i = 40° to the
normal.
• Label the positions of two pins P1 and P2 on FE placed a suitable distance apart for
accurate ray tracing. [2]
© UCLES 2017 0625/62/M/J/17
5
(b) The student observes the images of P1 and P2 through side CD of the block so that the
images of P1 and P2 appear one behind the other.
He places two pins P3 and P4 between his eye and the block so that P3 and P4, and the
images of P1 and P2 seen through the block, appear one behind the other.
The positions of P3 and P4 are marked on Fig. 2.1.
Draw a line joining the positions of P3 and P4. Continue the line until it meets the normal NL.
Label the point K where this line crosses CD. [1]
(c) • Measure and record the angle α between the line joining the positions of P3 and P4 and
the normal line.
α = ...............................................................
• Measure and record the length x between points M and K.
x = ...............................................................
[2]
(d) The student repeats the procedure but with the line FE to the right of the normal.
He measures the angle β between the line joining the new positions of P3 and P4 and the
normal.
41°
β = ...............................................................
He measures the length y between M and the new position of K.
21 mm
y = ...............................................................
A student suggests that the results for α and x should be the same as the results for β and y.
State whether the results support this suggestion. Justify your answer by reference to the
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(e) Suggest one precaution that you would take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 9]

6
3 The class is investigating images formed on a screen using a lens.
Fig. 3.1 shows the apparatus.
illuminated
object u v
screen
lens
Fig. 3.1
(a) The lens has a focal length of 15.0 cm.
Suggest a suitable distance D between the illuminated object and the screen in order to form
a clearly focused image on the screen.
D = ...........................................................[1]
(b) The student places the lens as shown in the diagram a distance u from the object. She then
moves the screen until she obtains a clearly focused image on the screen.
It is difficult to decide on the exact position of the screen that gives the best image.
Explain how you would find the best position for the screen as reliably as possible.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Another student uses a different lens and obtains these readings:
15.0 cm
u = ...............................................................
29.7 cm
v = ...............................................................
uv
Calculate the focal length f of the lens using the equation f = .
(u + v)
Include the unit and give your answer to a suitable number of significant figures.
f = ...........................................................[2]
© UCLES 2017 0625/62/M/J/17

7
(d) Suggest one difference that you would expect to see in this experiment between the
appearance of the object and the image.
...............................................................................................................................................[1]
(e) Which of the following procedures, A–F, are sensible for this experiment?
Circle one or more of the letters.
A Carry out the experiment in a darkened room.
B Close one eye when taking readings.
C Draw thin lines.
D Fix the rule in position on the bench.
E Make sure the pins are at least 5 cm apart.
F Repeat the experiment using different values of u and determine an average value for f.
[3]
[Total: 8]

8
4 The class is investigating the principle of moments.
Fig. 4.1 shows the apparatus used.
a b metre rule
P Q
bench
5.0 cm mark
pivot
45.0 cm mark
Fig. 4.1
(a) A student places a load P on the metre rule at the 5.0 cm mark. He places the metre rule on
the pivot at the 45.0 cm mark. He places a load Q on the rule and adjusts its position so that
the metre rule is as near as possible to being balanced.
• He measures the distance a between the centre of load P and the pivot.
• He measures the distance b from the centre of load Q to the pivot.
• He repeats the procedure placing the load P at the 10.0 cm mark, the 15.0 cm mark, the
20.0 cm mark and at the 25.0 cm mark. He keeps the pivot at the 45.0 cm mark each
time. The readings are recorded in Table 4.1.
Table 4.1
a / cm b / cm
40.0 42.5
35.0 36.4
30.0 30.1
25.0 23.9
20.0 17.5
© UCLES 2017 0625/62/M/J/17

9
(i) Plot a graph of b / cm (y-axis) against a / cm (x-axis). Start both axes at the origin (0,0).
[3]
(ii) Draw the line of best fit. [1]
(b) A student suggests that a is directly proportional to b.
State whether the readings support this suggestion. Justify your answer by reference to the
graph line.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

10
(c) The student uses a balance to measure the mass m of the metre rule.
120 g
m = ...............................................................
• Calculate the value of mX, where X = 0.05 N cm / g.
mX = ...................................................... N cm
• Use the value of a in the first row of Table 4.1 to calculate Pa, where P = 1.00 N.
P is the weight of load P. Include the unit.
Pa = ...............................................................
• Use the value of b in the first row of Table 4.1 to calculate Qb, where Q = 0.80 N.
Q is the weight of load Q.
Qb = ...............................................................
[2]
(d) A student states that Pa should be equal to Qb.
Look carefully at Fig. 4.1 and the information in (c) and suggest what the student has not
realised.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
© UCLES 2017 0625/62/M/J/17

11
5 A student is investigating the effect of draughts (moving air) on the rate of cooling of hot water.
an electric fan with four speed settings

a supply of hot water
thermometer
250 cm3 beaker
250 cm3 measuring cylinder
stopwatch
clamp, boss and stand.
Plan an experiment to investigate the effect of draughts on the rate of cooling of hot water.
You should:
• explain briefly how you would carry out the investigation
• 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)
You may draw a diagram if it helps your explanation.
..........................................................................................................................................................
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12
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......................................................................................................................................................[7]
[Total: 7]
© UCLES 2017 0625/62/M/J/17

* 4 3 2 2 9 1 5 7 8 1 *
PHYSICS 0625/62
1 hour

This document consists of 11 printed pages and 1 blank page.
DC (SC/CGW) 150895/6
2
1 A student is determining the density of water. She is provided with a plastic cup, shown in Fig. 1.1.
Fig. 1.1
(a) She draws around the base of the cup. Her drawing is shown in Fig. 1.2.
Fig. 1.2
(i) From Fig. 1.2, take and record measurements to determine an accurate value for the
diameter DB of the base of the cup.
DB = ................................................... cm [2]
(ii) The student places the cup upside down and draws around the rim of the cup.
She determines the diameter DT of the rim of the cup.
7.2 cm
DT = ..............................................................
DB + DT
Calculate the average diameter D of the cup using the equation D = .
2
D = ................................................... cm [1]
© UCLES 2018 0625/62/M/J/18

3
(b) 1. On Fig. 1.3, measure the vertical height h of the cup.
Fig. 1.3
h = ........................................................ cm
2. Calculate the volume V of the cup using the equation V = 0.785 D 2 h.
V = ...................................................... cm3
[1]
(c) The student fills the cup with water. The mass of the cup with the water is shown in Fig. 1.4.
232 g
Fig. 1.4
m
Determine the density ρ of water using the equation ρ = and your value from (b)2.
V
Give your answer to a suitable number of significant figures for this experiment. Include the
unit.
ρ = ......................................................... [3]

4
(d) Suggest, with a reason, a part of the procedure (a), (b) or (c) that could give an unreliable
result for the density of water.
part .......................
reason .......................................................................................................................................
...................................................................................................................................................
[1]
(e) The student pours the water from the cup into a measuring cylinder.
Draw a diagram to show water in a measuring cylinder. Show clearly the meniscus and the
line of sight the student should use to obtain an accurate value for the volume of the water.
[2]
[Total: 10]
© UCLES 2018 0625/62/M/J/18

5
2 A student is investigating the cooling of water.
thermometer
bench
Fig. 2.1
(a) The thermometer in Fig. 2.2 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. 2.2
θR = ......................................................... [1]
(b) The student pours 200 cm3 of hot water into the beaker.
He records the temperature θH of the hot water at time t = 0 and immediately starts a
stopclock.
He continues recording the temperature readings every 30 s. The readings are shown in
Table 2.1.
(i) Explain why the student should wait a few seconds after placing the thermometer in the
hot water before taking the first temperature reading.
...........................................................................................................................................
...................................................................................................................................... [1]

6
(ii) Complete the column headings in Table 2.1. [1]
(iii) Complete the time column in Table 2.1. [1]
Table 2.1
t/ θ/
0 70
60
52
49
46
43
(iv) Plot a graph of θ / °C (y-axis) against t / s (x-axis). You do not need to start the y-axis at
the origin (0,0) but the value of room temperature θR must be marked on the y-axis.
[4]
© UCLES 2018 0625/62/M/J/18

7
(c) Draw a horizontal line across the graph grid to indicate the value of room temperature θR, as
shown by the thermometer in Fig. 2.2. [1]
(d) State two precautions that you would take in order to obtain accurate readings in
this experiment.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
(e) A student plans to repeat the experiment using the same thermometer and the same volume
of water.
Suggest two changes to the apparatus or the procedure that would increase the rate of
cooling of the water.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 13]

8
3 A student is determining the focal length of a lens.
screen
illuminated
object v
lens
Fig. 3.1
(a) The student adjusts the position of the screen until a clearly focused image is formed on
the screen.
(i) On Fig. 3.1, measure the distance v between the centre of the lens and the screen.
v = ......................................................... [1]
(ii) Fig. 3.1 is drawn 1/5th actual size.
Calculate V, the actual distance from the lens to the screen
V = ......................................................... [1]
(iii) With a clearly focused image formed on the screen, the actual distance from the centre
of the lens to the illuminated object, U is 20.0 cm.
UV
Calculate the focal length f1 of the lens using the equation f1 = .
(U + V )
f1 = ......................................................... [2]
(b) The student repeats the procedure in (a), using a different distance U. She obtains another
value for the focal length f2.
12.2 cm
f2 = ..............................................................
Calculate the average value fA of the focal length of the lens, using f2 and your value for f1
in (a)(iii). Give your answer to a suitable number of significant figures for this experiment.
fA = ......................................................... [2]
© UCLES 2018 0625/62/M/J/18

9
(c) The student states that taking more measurements improves the reliability of the value
obtained for fA.
Suggest additional values for U that you would use.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) State two precautions that you would take in this experiment to obtain accurate readings.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 10]

10
4 A student is investigating whether the distance that a toy truck will travel along a horizontal floor,
before stopping, depends on its mass.
a ramp
blocks to support the ramp as shown in Fig. 4.1
toy truck
a selection of masses
other standard apparatus from the physics laboratory.
Plan an experiment to investigate whether the distance that the toy truck will travel along a
horizontal floor, before stopping, depends on its mass.
• state any apparatus that you would use that is not included in the list above
• 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).
You may add to the diagram in Fig. 4.1 to help your description.
ramp
blocks floor
Fig. 4.1
© UCLES 2018 0625/62/M/J/18

11
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...............................................................................................................................................[7]
[Total: 7]
© UCLES 2018 0625/62/M/J/18

12
BLANK PAGE
© UCLES 2018 0625/62/M/J/18

* 3 2 3 0 4 8 1 0 2 9 *
PHYSICS 0625/62
1 hour

DC (SC/CB) 171391/5
2
1 A student is investigating moments using a balancing method.
metre rule
P Q
a b
0 100 bench
w
pivot
Fig. 1.1
(a) The student places the metre rule, without the loads, on the pivot and adjusts its position
so that the metre rule is as near as possible to being balanced. She keeps the rule at this
position on the pivot throughout the experiment.
Explain briefly why this position on the pivot may not be exactly at the 50.0 cm mark of the
rule.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) She places a load P on the metre rule so that the edge that is furthest from the pivot is exactly
at the 10.0 cm mark on the rule.
She measures the distance a between this edge of the load P and the pivot, as shown in
Fig. 1.1.
She places a load Q on the metre rule and adjusts the position of load Q so that the metre
rule is as near as possible to being balanced.
She measures the distance b between the centre of load Q and the pivot, as shown in
Fig. 1.1.
She repeats the procedure, with the edge of the load P that is furthest from the pivot at the
15.0 cm, 20.0 cm, 25.0 cm and 30.0 cm marks. All the readings are shown in Table 1.1.
Table 1.1
a / cm b / cm
38.0 44.5
33.0 38.5
28.0 33.6
23.0 27.2
18.0 22.0
© UCLES 2019 0625/62/M/J/19

3
Plot a graph of a / cm (y-axis) against b / cm (x-axis). Start both axes at the origin (0,0).
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = ........................................................ [2]
(d) Determine the intercept C on the x-axis of the graph. This is the value of b when a = 0.
C = ........................................................ [1]
(e) On Fig. 1.2, measure the width w of the load P.
Fig. 1.2
w = ........................................................ [1]

4
(f) Another student suggests that the value of the intercept C should be equal to half the width
w of the load P. State whether the results support the suggestion. Justify your answer by
reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(g) Suggest one practical reason why it is difficult to obtain accurate values for a and for b.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 12]
© UCLES 2019 0625/62/M/J/19

5
2 A student is investigating the rate of cooling of water under different conditions. A greater rate of
cooling occurs if there is a greater change in the temperature during the same period of time.
Fig. 2.1 and Fig. 2.2 show the apparatus used.
Beaker A has a lid. Beaker B is on a mat made of the same material as the lid. The mat and the lid
have the same thickness.
thermometer
lid
beaker A
Fig. 2.1
thermometer
beaker B
mat
Fig. 2.2
(a) The thermometer in Fig. 2.3 shows the 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. 2.3
θR = ........................................................ [1]

6
(b) The student pours 200 cm3 of hot water into beaker A. He places the lid on the beaker and
places the thermometer in the beaker, as shown in Fig. 2.1.
He records the temperature θ of the hot water at time t = 0. He immediately starts the
stopclock.
He records the time and temperature readings every 30 s until he has six sets of readings.
He repeats the procedure using beaker B. This beaker is on a mat but has no lid.
All the readings are shown in Table 2.1 and Table 2.2.
Table 2.1 Table 2.2
Beaker A, with lid Beaker B, on a mat

t/ θ/ t/ θ/
0 81 0 83
30 80 30 82
60 79 60 80
90 78 90 79
120 77 120 78
150 76 150 77
(i) Complete the column headings in Table 2.1 and in Table 2.2. [1]
(ii) Look carefully at the readings in Table 2.1 and in Table 2.2.
Tick the box to show your conclusion from the readings.
The lid reduces the rate of cooling of the water significantly more than the mat
reduces the rate of cooling of the water.
The mat reduces the rate of cooling of the water significantly more than the lid
reduces the rate of cooling of the water.
There is no significant difference between the lid and the mat in reducing the
rate of cooling of the water.
[1]
(iii) Justify your conclusion by reference to the readings.
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2019 0625/62/M/J/19

7
(c) A student plans to repeat the experiment using the same apparatus and the same volume
of water. Suggest one change to the procedure that will decrease the rate of cooling of the
water.
...................................................................................................................................................
............................................................................................................................................. [1]
(d) State one precaution that you must take in order to record accurate temperature readings.
...................................................................................................................................................
............................................................................................................................................. [1]
(e) Suggest two variables that must be controlled in order to make the experiment a fair test.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(f) It is important to view a measuring cylinder correctly to obtain an accurate value of the volume
of a liquid. Tick the box that gives the best description of how to read a measuring cylinder.
The line of sight should be along the scale.
The line of sight should be vertical.
The line of sight should be at right-angles to the scale.
The line of sight should be parallel to the scale.

[1]
[Total: 10]

8
3 A student is investigating electrical resistance.
power supply
P L
Fig. 3.1
(a) Write down the readings shown on the meters in Figs. 3.2 and 3.3.
V1 = ..............................................................
I1 = ..............................................................
[2]
5 6 7
3 4
2 8
1 9
0 10
V
Fig. 3.2
0.4 0.6
0.2 0.8
0 1.0
A
Fig. 3.3
© UCLES 2019 0625/62/M/J/19

9
V1
(b) Calculate the resistance R1 of the resistor P using the equation R1 = .
I1
R1 = ........................................................ [1]
(c) The student connects the voltmeter across the lamp L.
She records the potential difference V2 across the lamp L.

2.4 V
V2 = ..............................................................
V2
Calculate the resistance R2 of the lamp L using the equation R2 = .
I1
R2 = ........................................................ [1]
(d) The student replaces the resistor P with the resistor Q.
She records the potential difference V3 across the resistor Q and the current I2 in the circuit.
3.5 V
V3 = ..............................................................
0.31 A
I2 = ..............................................................
V3
(i) Calculate the resistance R3 of the resistor Q using the equation R3 = .
I2
R3 = ........................................................ [1]
(ii) State whether the results R1 and R3 suggest that resistor P and resistor Q have the same
value of resistance, within the limits of experimental accuracy. Justify your statement by
reference to your results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]

10
(e) The student connects the voltmeter across the lamp L.
She records the potential difference V4 across the lamp L.

2.5 V
V4 = ..............................................................
She calculates the resistance R4 of the lamp L.

8.1 Ω
R4 = ..............................................................
She suggests that the change in resistance of the lamp from part (c) is due to a change in
temperature of the lamp filament. Suggest an observation that she could make to confirm that
the temperature of the lamp filament changes.
............................................................................................................................................. [1]
(f) Complete the circuit diagram in Fig. 3.4 to show that:
• the two resistors and the lamp are all connected in parallel
• the voltmeter is connected to measure the potential difference across the resistors and
the lamp.
Fig. 3.4
[2]
(g) State the name of the circuit component that you would add to the circuit you have drawn to
control the current in the circuit.
......................................................... [1]
[Total: 11]
© UCLES 2019 0625/62/M/J/19

11
4 A student is investigating the relationship between the thickness of a converging (convex) lens
and its focal length. Fig. 4.1 shows the cross-section of a converging lens.
The focal length f of a lens can be calculated if u (the distance between the object and the lens)
and v (the distance between the lens and the image on a screen) are known.
uv
The equation is: f=
(u + v)
Fig. 4.1
Plan an experiment to investigate the relationship between the thickness t and the focal length f of
converging lenses. You may add to Fig. 4.1 as part of your answer.
illuminated object
selection of lenses of different thicknesses and a lens holder
screen
metre rule
30 cm ruler
two rectangular wooden blocks with the longest sides longer than the diameter of the lenses.
• draw a diagram to show the arrangement of the apparatus, labelling u and v
• explain briefly how you would carry out the investigation, including the measurements you
would take
• explain briefly how you would determine the thickness t of each lens (you may draw a diagram
if it helps your explanation)
• draw a suitable table, with column headings, to show how you would display your readings
(you do not need to use the equation to calculate focal length).

12
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[Total: 7]
© UCLES 2019 0625/62/M/J/19

Cambridge IGCSE™
* 4 1 9 2 4 7 0 8 6 8 *
PHYSICS 0625/62
1 hour
INSTRUCTIONS
INFORMATION
DC (LK/SW) 195016/2
2
1 A student investigates the period of a pendulum. Fig. 1.1 and Fig. 1.2 show the apparatus she
uses.
clamp clamp
bob
one complete
oscillation
Fig. 1.1 Fig. 1.2
(a) Explain briefly, with the help of a diagram, how you would use a metre rule and set square to
measure the length d of a pendulum as accurately as possible.
Diagram:
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(b) The student adjusts the pendulum so that d = 50.0 cm. She displaces the bob slightly and
releases it so that it swings. Fig. 1.2 shows one complete oscillation of the pendulum.
She measures the time t1 for 20 complete oscillations.
(i) Record the time t1 shown in Fig. 1.3.
1 s
m s 100
Fig. 1.3
t1 = ..................................................... [1]
© UCLES 2020 0625/62/M/J/20
3
(ii) Calculate the period T1 of the pendulum. The period is the time for one complete
oscillation.
T1 = ..................................................... [1]
(c) The student adjusts the pendulum until the distance d is 100.0 cm.
She repeats the procedure and records the time t2 for 20 oscillations and the period T2.
39.80 s
t2 = ...........................................................
1.99 s
T2 = ...........................................................
She measures the mass mA of the pendulum bob. The reading on the balance is shown in
Fig. 1.4.
bob
Fig. 1.4
Record mass mA of the pendulum bob to the nearest gram.
mA = .................................................. g [1]
The student repeats the procedure using a pendulum bob of mass mB.
109 g
mB = ...........................................................
She obtains these results:

50.0 cm
distance d = ...........................................................
1.39 s
period T3 = ...........................................................
100.0 cm
distance d = ...........................................................
2.02 s
period T4 = ...........................................................

4
(d) (i) Using the results T1, T2, T3 and T4, for the period of each of the pendulums, tick (3) the
response that matches your results within the limits of experimental accuracy.
the period T is affected by d only
the period T is affected by both d and m
the period T is affected by m only
the period T is not affected by d or m

[1]
(ii) Justify your answer to (d)(i) by reference to the results.
...........................................................................................................................................
..................................................................................................................................... [1]
(e) The student now investigates the effect of the size of the oscillations on the period of the
pendulum.
(i) Suggest briefly how you would measure the size of an oscillation. You may draw a
diagram.
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) State one variable that you would keep constant during this part of the investigation.
..................................................................................................................................... [1]
[Total: 11]
© UCLES 2020 0625/62/M/J/20

5
2 A student determines the resistance of a resistance wire.
Fig. 2.1 shows the circuit he uses.
power supply
l resistance
wire
B
sliding
contact C
V
Fig. 2.1
(a)
• The student places the sliding contact C on the resistance wire at a distance l = 10.0 cm
from B.
• Record, in the first row of Table 2.1, the potential difference V across the length
l = 10.0 cm of resistance wire, as shown on the voltmeter in Fig. 2.2.
1 2 0.4 0.6
0.2 0.8
0 3 0 1.0
V A
Fig. 2.2 Fig. 2.3
• Record, in the first row of Table 2.1, the current I in the circuit as shown in Fig. 2.3.
• Complete the column headings in Table 2.1.

6
Table 2.1
l/ V/ I/
10.0
30.0 0.7 0.30
50.0 1.1 0.27
70.0 1.5 0.28
90.0 2.1 0.29
[3]
(b) The student repeats the procedure using l = 30.0 cm, 50.0 cm, 70.0 cm and 90.0 cm. The
readings are shown in Table 2.1.
Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
[4]
© UCLES 2020 0625/62/M/J/20

7
(c) (i) Write a conclusion about the value of the current I in the circuit as the position of the
sliding contact C is changed.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Justify your conclusion by reference to your results.
...........................................................................................................................................
..................................................................................................................................... [1]
(d) Using the graph, determine the potential difference VL when the length l = 60.0 cm.
Show clearly on the graph how you obtained your result.
VL = ..................................................... [2]
[Total: 11]

8
3 A student investigates some thermal properties of sand and water.
thermometer
beaker
bench
Fig. 3.1
(a) The thermometer in Fig. 3.2 shows the room temperature θS at the beginning of the
experiment. Record θS.
–10 0 10 20 30 40 50 60 70 80 90 100 110 °C
Fig. 3.2
θS = ................................................... °C [1]
(b) The student is supplied with hot water at a temperature θH. She records the temperature of
the hot water.
84 °C
θH = ...........................................................
She pours 100 cm3 of hot water into a beaker that contains sand. Initially, the sand is at room
temperature.
She measures the highest temperature θM of the mixture.

70 °C
θM = ...........................................................
(i) Calculate the rise in temperature θR of the sand using the equation θR = (θM – θS).
θR = ................................................. °C [1]
(ii) Explain briefly what the student does after pouring the hot water into the sand and before
taking the temperature, in order to obtain a reliable value for θM.
...........................................................................................................................................
..................................................................................................................................... [1]
© UCLES 2020 0625/62/M/J/20
9
(iii) Calculate the fall in temperature θF of the hot water using the equation θF = (θH – θM).
θF = ...................................................... °C
θ
Calculate the ratio S using the equation S = R . Give your answer to a suitable number
of significant figures for this experiment.
θF
S = ..................................................... [1]
(c) The student pours 100 cm3 of the hot water into a clean beaker that contains 100 cm3 of water
at room temperature. She records the highest temperature θM of the mixture.
49° C
θM = ...........................................................
Calculate the rise in temperature θR of the cold water using the equation θR = (θM – θS). Use
the value of room temperature θS recorded in (a).
θR = ...........................................................
Calculate the fall in temperature θF of the hot water using the equation θF = (θH – θM).
θF = ...........................................................
θR
Calculate the ratio W using the equation W = .
θF
W = ..................................................... [2]
(d) The student studies the thermal properties of sand and water. She predicts that S should be
equal to 6 × W.
State whether the results support the prediction. Justify your answer by reference to the
readings.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]

10
(e) Suggest two temperatures that it would be sensible to keep constant when carrying out the
experiments.
1. ................................................................
2. ................................................................
[2]
(f) The student measures the volume of the dry sand using a measuring cylinder before carrying
out the experiment. Tick (3) the boxes that show the precautions that she should take in
order to obtain an accurate reading.
Take the reading at the bottom of the meniscus.
Tap the measuring cylinder to make sure the top of the sand is horizontal.
View the scale of the measuring cylinder at right angles.

[1]
[Total: 11]
© UCLES 2020 0625/62/M/J/20

11
4 A student investigates the bending of 1 m length strips of different materials. She compares how
far they bend when loaded at one end.
Plan an experiment to investigate how the material from which the strips are made affects the
bending of the strips when loaded at one end.
strips of wood, plastic, steel and aluminium, each of length 1 m

a set of slotted masses
a metre rule
a G-clamp (used to hold the strips to the laboratory bench).
Other apparatus normally available in a school laboratory can also be used.
• draw a diagram to show the arrangement of the apparatus
would take
• explain how you would use the results to reach a conclusion.
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[Total: 7]
© UCLES 2020 0625/62/M/J/20

Cambridge IGCSE™
* 6 2 2 2 0 7 4 8 0 1 *
PHYSICS 0625/61
1 hour
INSTRUCTIONS
INFORMATION
This document has 12 pages. Any blank pages are indicated.
DC (MS/SW) 199685/3
2
1 A student investigates the period of a pendulum. Fig. 1.1 and Fig. 1.2 show the arrangement.
clamp clamp
bob
x
floor one complete
oscillation
Fig. 1.1 Fig. 1.2
(a) The student measures the distance d between the bottom of the clamp and the floor.
120.0 cm
d = ..............................................................
This distance d remains constant throughout the experiment.
He adjusts the length l of the pendulum to 70.0 cm.
Calculate the distance x between the centre of the pendulum bob and the floor. Record the
value of x in the first row of Table 1.1. [1]
(b) The student displaces the bob slightly and releases it so that it swings. Fig. 1.2 shows one
complete oscillation of the pendulum.
He measures, and records in the first row of Table 1.1, the time t for 10 complete oscillations.
(i) Calculate, and record in the first row of Table 1.1, the period T of the pendulum.
The period is the time for one complete oscillation. [1]
(ii) Calculate, and record in the first row of Table 1.1, T 2. [2]
(iii) Complete the column headings in Table 1.1. [1]
© UCLES 2021 0625/61/M/J/21

3
Table 1.1
x/ t/ T/ T2/
16.7
45.0 17.3 1.73 2.99
40.0 17.9 1.79 3.20
35.0 18.4 1.84 3.39
30.0 19.0 1.90 3.61
(c) He repeats the procedure using x = 45.0 cm, 40.0 cm, 35.0 cm and 30.0 cm.
He records the readings in Table 1.1.
Plot a graph of T 2 (y-axis) against x (x-axis). You do not need to start your axes at the
origin (0,0).
[4]

4
(d) State whether the graph line shows that T 2 is proportional to x. Give a reason for your answer.
statement ..................................................................................................................................
reason .......................................................................................................................................
[1]
(e) Explain why timing 10 oscillations gives a more accurate result for the period T than timing
one oscillation.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
© UCLES 2021 0625/61/M/J/21

5
2 A student investigates resistance.
Fig. 2.1 shows the circuit she uses.
power supply
Fig. 2.1
(a) She records the potential difference (p.d.) V1 across the resistor and the current I1 in the
circuit.
The meters are shown in Fig. 2.2 and Fig. 2.3.
(i) Write down the readings. Include the units for potential difference, current or resistance
where appropriate in all parts of the question.
3 4 5 6 7 0.4 0.6
2 8 0.2 0.8
1 9
0 10 0 1.0
V A
Fig. 2.2 Fig. 2.3
V1 = ...............................................................
I1 = ...............................................................
[3]
V1
(ii) Calculate the resistance R1 of the resistor using the equation R1 = .
I1
R1 = ......................................................... [1]

6
(b) She connects a second resistor in series with the first resistor. She connects the voltmeter
across both resistors and records the potential difference V2 across both resistors and the
current I2 in the circuit.
2.6
V2 = ...............................................................
0.28
I2 = ...............................................................
V2
Calculate the resistance RS of the resistors in series using the equation RS = .
I2
RS = ......................................................... [1]
(c) She connects the second resistor in parallel with the first resistor. She connects the voltmeter
across both resistors. She records the potential difference V3 across the resistors and the
current I3 in the circuit.
2.4
V3 = ...............................................................
0.99
I3 = ...............................................................
V
Calculate the resistance RP of the resistors in parallel using the equation RP = 3 . Give your
I3
answer to a suitable number of significant figures for this experiment.
RP = ......................................................... [1]
(d) Complete the circuit diagram to show the circuit she uses in part (c).
[2]
© UCLES 2021 0625/61/M/J/21

7
(e) Describe how to extend part (c) of this experiment to investigate the relationship between the
combined resistance of identical resistors connected in parallel and the number of resistors.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(f) In this type of electrical experiment, a variable resistor can be used to vary the current.
Draw the circuit symbol for a variable resistor.
[1]
[Total: 11]

8
3 A student investigates the refraction of light through a transparent block.
Fig. 3.1 shows the transparent block ABCD on the student’s ray-trace sheet.
A B
D C
P3
P4
eye
Fig. 3.1
(a) • Draw a normal at the centre of side AB. Continue the normal so that it reaches the
bottom of the ray-trace sheet. Label the normal NL.
• Label the point Q where NL crosses AB.

[1]
© UCLES 2021 0625/61/M/J/21

9
(b) • Draw a line EF parallel to CD and 2.0 cm below CD.
• Label the point J where NL crosses EF.
• Draw a line GH parallel to CD and 7.0 cm below CD.
• Label the point K where NL crosses GH.

[1]
(c) (i) Draw a line PQ at an angle i = 30° to the normal and on the left-hand side of the normal
above the block. [1]
(ii) The student places two pins P1 and P2 on line PQ. Fig. 3.1 is not drawn full size. Suggest
a suitable distance apart for pins P1 and P2 in this type of experiment.
distance apart ......................................................... [1]
(d) The student observes the images of P1 and P2 through side CD of the block. She adjusts her
line of sight until the images of P1 and P2 appear one behind the other.
She places a pin P3 on line EF and a pin P4 on line GH so that P3, and the images of P1 and
P2 seen through the block, appear behind pin P4.
(i) On Fig. 3.1, measure the length a of the line from J to P3.
a = ......................................................... [1]
(ii) On Fig. 3.1, measure the length b of the line from K to P4.
b = ......................................................... [1]
b
(iii) Calculate .
a
b
= ......................................................... [2]
a
(e) State one precaution that you would take in this type of experiment in order to produce an
accurate ray trace.
...................................................................................................................................................
............................................................................................................................................. [1]
b
(f) A student plans to test the suggestion that, in this experiment, is a constant for all possible
a
values of i. List suitable values of i that the student could use.
............................................................................................................................................. [2]
[Total: 11]

10
4 A student investigates the rate of cooling, in air, of heated blocks made of different metals. The
temperature of each block is increased by placing it in hot water.
Plan an experiment to investigate how the rate of cooling depends on the metal from which each
block is made.
cylindrical blocks of different metals, each with a hole for a thermometer, as shown in Fig. 4.1
a thermometer.
Other apparatus normally available in a school laboratory can also be used.
• list any additional apparatus required
would take
• explain how you would use the results to reach a conclusion.
hole for
thermometer
Fig. 4.1
© UCLES 2021 0625/61/M/J/21

11
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© UCLES 2021 0625/61/M/J/21

12
BLANK PAGE
© UCLES 2021 0625/61/M/J/21

* 2 3 2 9 4 0 3 7 7 7 *
PHYSICS 0625/62
Paper 6 Alternative to Practical October/November 2017
1 hour

DC (ST/FC) 134120/4
2
1 A student is comparing the oscillations of two pendulums. Fig. 1.1 shows the first pendulum.
clamp
bob
Fig. 1.1
(a) (i) On Fig. 1.1, measure the distance d, from the bottom of the clamp to the bottom of the
bob.
d = ..................................................... cm [1]
(ii) Fig. 1.1 is drawn 1/10th actual size. Calculate the actual distance D from the bottom of
the clamp to the bottom of the bob.
D = ..................................................... cm [1]
(iii) Explain briefly how to use a set-square to avoid a parallax (line-of-sight) error when
measuring the length of this pendulum. You may draw a diagram.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2017 0625/62/O/N/17

3
(b) The student displaces the bob slightly and releases it so that it swings. She measures the
time t for 20 complete oscillations. The time t is shown on the stopwatch in Fig. 1.2.
Fig. 1.2
(i) Write down the time t shown in Fig. 1.2.
t = ...........................................................[1]
(ii) Calculate the period T1 of the pendulum. The period is the time for one complete
oscillation.
T1 = ...........................................................[2]
© UCLES 2017 0625/62/O/N/17 [Turn over

4
(c) The student repeats the procedure using another pendulum as shown in Fig. 1.3. This has
a long, thin pendulum bob. The distance D from the bottom of the clamp to the bottom of the
pendulum bob is the same as for the first pendulum.
clamp
bob
Fig. 1.3
She determines the period T2 of this pendulum.

1.37 s
T2 = ...............................................................
In this experiment, both pendulum bobs have the same mass. A student suggests that since
both pendulums have the same overall length D and mass, the periods T1 and T2 should be
equal. State whether the results support this suggestion. Justify your answer by reference to
the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
© UCLES 2017 0625/62/O/N/17

5
(d) The period T of a pendulum can be determined by measuring the time t for 20 complete
oscillations and then calculating the period. Some students are asked to explain the reason
for this method being more accurate than measuring the time taken for a single oscillation.
Tick the box next to the sentence that gives the best explanation.
The method eliminates errors from the measurements.
The method is more accurate because the experiment is repeated.
The method includes more readings so there is less chance for errors.
The method reduces the effect of errors when starting and stopping the stopwatch.
[1]
(e) A student plans to carry out more pendulum experiments. He considers possible variables
and precautions to improve accuracy.
In the following list, mark the possible variables with the letter V and the precautions with the
letter P.
amplitude of swing
length of pendulum
mass of pendulum bob
shape of pendulum bob
use of a reference point to aid counting
viewing the rule at right-angles when measuring the length

[2]
[Total: 11]

6
2 A student is investigating the cooling of water.
(a) The thermometer in Fig. 2.1 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. 2.1
θR = ..................................................... ºC [1]
(b) The student pours 50 cm3 of hot water into a beaker.
He measures the temperature θH of the hot water.

86 °C
θH = ...............................................................
He adds 50 cm3 of cold water to the beaker. He stirs the water briefly.
He measures the new temperature θM of the water in the beaker.

52 °C
θM = ...............................................................
Calculate the temperature fall θF using the equation θF = (θH − θM).
θF = ...............................................................
[1]
(c) He repeats the procedure in (b) using 100 cm3 of hot water and 100 cm3 of cold water.
84 °C
θH = ...............................................................
54 °C
θM = ...............................................................
Calculate the temperature fall θF using the equation θF = (θH − θM).
θF = ...........................................................[1]
(d) Suggest one reason for stirring the water before reading θM.
...................................................................................................................................................
...............................................................................................................................................[1]
(e) A student states that the temperature fall θF should be the same each time because the
proportions of hot and cold water are the same.
Suggest one reason why θF could be significantly different in (b) and (c).
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/62/O/N/17
7
(f) Suggest an improvement to the apparatus to make it more likely that θF would be the same
each time.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(g) Suggest a condition, not included in your answer to (f), that you would control to make it more
likely that θF would be the same each time.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(h) The student uses a measuring cylinder to measure the volume of water he uses. Draw a
measuring cylinder about half-full of water. Show clearly on your diagram the line-of-sight
required for obtaining a correct reading for the volume of water.
[3]
[Total: 10]

8
3 A student is determining the focal length f of a lens.
illuminated
object
u v screen
lens
Fig. 3.1
(a) • The student places the screen about 100 cm from the illuminated object.
• She places the lens between the object and the screen so that the centre of the lens is at
a distance u = 20.0 cm from the object.
• She adjusts the position of the screen until a clearly focused image is formed on the
screen.
• She measures the distance v between the centre of the lens and the screen.
• She repeats the procedure using values for u of 22.0 cm, 25.0 cm, 30.0 cm and 35.0 cm.
• The readings are shown in Table 3.1.
Table 3.1
u / cm v / cm
20.0 60.0
22.0 47.1
25.0 37.5
30.0 29.8
35.0 26.3
© UCLES 2017 0625/62/O/N/17

9
Plot a graph of v / cm (y-axis) against u / cm (x-axis). You do not need to start your axes at the
origin (0, 0). Draw the best-fit curve.
[4]
(b) (i) • Mark, with a cross, the point on the graph grid where u = 25.0 cm and v = 25.0 cm.
• Mark with a cross, the point on the graph grid where u = 35.0 cm and v = 35.0 cm.
• Join these two points with a straight line. [1]
(ii) • Record u1, the value of u at the point where the straight line crosses your graph line.
u1 = .......................................................... cm
• Record v1, the value of v at the point where the straight line crosses your graph line.
v1 = .......................................................... cm
[1]
(u1 + v1)
(iii) Calculate the focal length f of the lens using the equation f = .
4
f = .......................................................... cm
[2]

10
(c) Suggest two differences that you would expect to see between the appearance of the
illuminated object and the image on the screen.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
(d) Suggest two precautions that you would take in order to obtain reliable readings in this
experiment.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 12]
© UCLES 2017 0625/62/O/N/17

11
4 A student has a selection of rubber bands of different widths. He is investigating the extension
produced by adding loads. Fig. 4.1 shows the set-up used.
boss clamp
stand
rubber band
bench
hook
Fig. 4.1
In addition to the apparatus shown in Fig. 4.1, the following apparatus is available to the student:
A metre rule
A selection of different rubber bands
A selection of loads.
Plan an experiment to investigate how strips of rubber of different widths stretch when loaded.
You should

• 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 briefly how you would use your readings to reach a conclusion.
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12
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[Total: 7]
© UCLES 2017 0625/62/O/N/17

* 9 2 7 0 7 6 7 3 3 0 *
PHYSICS 0625/62
1 hour

DC (NF/SW) 152110/5
2
1 A student is determining the spring constant k of a spring.
metre rule
‘blu-tack’ between ruler

and clamp rod
spring
l0
clamp stand
bench
Fig. 1.1
(a) On Fig. 1.1, measure the unstretched length l 0 of the coiled part of the spring, in mm.
Record this value of length l in Table 1.1 for L = 0.00 N. [1]
(b) On Fig. 1.1, show how a set-square could be used to take readings in order to determine the
length l 0 of the coiled part of the spring. [1]
(c) The student places a 0.20 N load on the spring. He records the new length l of the spring in
Table 1.1.
He repeats the procedure using loads of 0.40 N, 0.60 N, 0.80 N and 1.00 N. All the readings
are recorded in Table 1.1.
(i) Calculate the extension e of the spring for each value of load L, using the equation
e = (l – l 0). Record the values of e in Table 1.1. [1]
(ii) Complete the column headings in Table 1.1.
© UCLES 2018 0625/62/O/N/18

3
Table 1.1
L/ l/ e/
0.00 0
0.20 31
0.40 40
0.60 46
0.80 55
1.00 63
[1]
(d) Plot a graph of L / N (y-axis) against e / mm (x-axis).
[4]
(e) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
G = .......................................................... [2]
4
(f) The gradient G is numerically equal to the spring constant k.
Write down a value for k to a suitable number of significant figures for this experiment.
k = .............................................. N / mm [1]
[Total: 11]
© UCLES 2018 0625/62/O/N/18

5
2 A student is investigating the power of two lamps.
The circuit is shown in Fig. 2.1.
A
X Y
Fig. 2.1
(a) (i) Record the potential difference (p.d.) VT across the lamps and the current IT in the circuit,
as shown in Fig. 2.2 and Fig. 2.3.
5 6 4 5 6 0.4 0.60.4 0.6

3 4 3 7 7
2 2 8 8 0.2 0.2 0.8 0.8
1 1 9 9
0 0 10 10 0 0 1.0 1.0
V V A A
Fig. 2.2 Fig. 2.3
VT = ............................................................... IT = ...............................................................
[2]
(ii) Calculate the power PT produced by the lamp filaments, using the equation PT = VTIT .
PT = ........................................................... [1]

6
(b) The student connects the voltmeter across lamp X only. She records the p.d. VX across lamp
X and the current IX in the circuit.
1.3
VX = ............................................................. V
0.18
IX = ............................................................. A
She repeats the procedure with the voltmeter connected across lamp Y only.
1.2
VY = ............................................................. V
0.18
IY = ............................................................. A
(i) Calculate the power PX produced by the lamp filament X using the equation PX = VXIX,
and calculate the power PY produced by the lamp filament Y using the equation
PY = VYIY.
PX = ................................................................
PY = ................................................................
[1]
(ii) State and explain briefly whether the two values for power PX and PY are the same
within the limits of experimental accuracy.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[2]
(c) The student repeats the experiment using two other lamps. She notices that one lamp is
dimly lit, but the other lamp does not light at all.
The p.d. VT across the lamps is the same as in (b), but the current IT in the circuit is
approximately half of the original value.
The student concludes that the filament of one of the lamps is broken.
State whether you agree with the student and give a reason for your answer.
statement ..................................................................................................................................
reason .......................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2018 0625/62/O/N/18

7
(d) Draw a circuit diagram to show the circuit in Fig. 2.1 rearranged so that:
• the lamps are connected in parallel
• a variable resistor is connected to control the total current in the circuit
• the ammeter will measure the total current in the circuit
• the voltmeter will measure the p.d. across the lamps.
[3]
[Total: 11]

8
3 A student is determining the refractive index n of the material of a transparent block.
Fig. 3.1 shows the outline ABCD of the block.
A B
D C
P3
P4
eye
Fig. 3.1
(a) (i) • On Fig. 3.1, draw a normal NL at the centre of side AB.
• Continue the normal so that it passes through side CD of the block.

[1]
© UCLES 2018 0625/62/O/N/18

9
(ii) • Label the point F where NL crosses AB.
• Label the point G where NL crosses CD.
• Draw a line EF at an angle i = 30° to the left of the normal and above side AB. [1]
(iii) Mark the positions of two pins P1 and P2 on line EF placed at a suitable distance apart
for this type of ray-tracing experiment. [1]
(b) The student observes the images of P1 and P2 through side CD of the block.
He places two pins P3 and P4 between his eye and the block so that P3, P4 and the images of
P1 and P2 seen through the block, all appear exactly one behind the other.
The positions of P3 and P4 are marked on Fig. 3.1.
• Draw a line passing through P3 and P4. Continue the line until it meets the normal NL.
• Label the point J where the line meets the normal.
• Label the point H where the line meets side CD. Draw the line FH. [1]
(c) (i) Measure and record the length a of the line FH.
a = ........................................................... [1]
(ii) Measure and record the length b of the line HJ.
b = ........................................................... [1]
a
(iii) Calculate the refractive index n using the equation n = .
b
n = ........................................................... [2]
(d) A student states that repeating the experiment improves the reliability of the value obtained
for n.
Suggest additional values for the angle of incidence i that you would use when repeating the
experiment to improve the reliability.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(e) State one precaution that you would take in this experiment to obtain accurate results.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 11]
10
4 A student is investigating whether the type of container affects the time taken for water to be
heated from room temperature to boiling point.
The following apparatus is available:
250 cm3 copper can

250 cm3 aluminium can
250 cm3 glass beaker
Bunsen burner
measuring cylinder
thermometer
tripod and gauze
stopwatch
Other apparatus normally available in the school laboratory is also available.
Plan an experiment to investigate whether the type of container affects the time taken for water to
be heated from room temperature to boiling point.
You should:
• draw a table, or tables, with column headings to show how you would display your readings
• explain briefly how you would use your readings to reach a conclusion.
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[Total: 7]
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* 9 7 8 3 9 0 1 8 0 4 *
PHYSICS 0625/62
1 hour

DC (JC/SG) 176069/4
2
1 A student investigates a pendulum. Fig. 1.1 and Fig. 1.2 show some of the apparatus used.
clamp
clamp
bob
one complete
oscillation
Fig. 1.1 Fig. 1.2
(a) The student adjusts the length of the pendulum until the distance d, measured to the centre of
the bob, is 50.0 cm. State one precaution that you would take to obtain the length of 50.0 cm
as accurately as possible.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) The student displaces the bob slightly and releases it so that it swings. Fig. 1.2 shows one
complete oscillation of the pendulum.
(i) He measures the time t for 20 complete oscillations. The time t is shown on the stopwatch
in Fig. 1.3.
min seconds 1 s
100
00: 27. 60
Fig. 1.3
In the first row of Table 1.1, record the time t shown in Fig. 1.3. [1]
(ii) Calculate, and record in Table 1.1, the period T of the pendulum. The period is the time
for one complete oscillation. [1]
(iii) Calculate T 2. Record its value in Table 1.1. [1]
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3
(c) The student repeats the procedure in (b) using d = 60.0 cm, 70.0 cm, 80.0 cm and 100.0 cm.
The readings are shown in Table 1.1.
Table 1.1
d / cm t/s T/s T 2 / s2
50.0
60.0 30.00 1.50 2.25
70.0 33.20 1.66 2.76
80.0 35.80 1.79 3.20
100.0 39.80 1.99 3.96
Plot a graph of T 2 / s2 (y-axis) against d / cm (x-axis). You do not need to start your axes at the
origin (0,0).
[4]
(d) Determine the gradient G of the line. Show clearly on the graph how you obtained the
G = ........................................................ [2]
4
(e) Calculate the acceleration of free fall g in m / s2 using the equation g = 0.395 , where G is your
gradient from (d). G
Write down the value of g to a suitable number of significant figures for this experiment.
g = .................................................m / s2 [2]
[Total: 12]
© UCLES 2019 0625/62/O/N/19

5
2 A student determines the resistance of a resistance wire.
power supply
resistance wire
l
P
sliding
contact C
V
Fig. 2.1
(a) She measures the current I in the circuit. Write down the current reading shown in Fig. 2.2.
I = ......................................................... [2]
0.4 0.6
0.2 0.8
0 1.0
A
Fig. 2.2

6
(b) She places the sliding contact C at a distance l = 20.0 cm from P.
She records the potential difference V across the length l of the resistance wire.
She repeats the procedure using l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
The readings are shown in Table 2.1.
Table 2.1
l / cm V/ R/
20.0 0.60
40.0 1.10 1.96
60.0 1.71 3.05
80.0 2.30 4.11
100.0 2.78 4.96
(i) Calculate, and record in Table 2.1, the resistance R of 20.0 cm of the resistance wire.
Use the equation R = V .
I
[2]
(ii) Complete the column headings in Table 2.1. [1]
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7
(c) Look carefully at the values of l and R in Table 2.1.
(i) Tick one box to show your conclusion from the results.
R is constant within the limits of experimental accuracy.
R is directly proportional to l within the limits of experimental accuracy.
R decreases as l increases.
There is no simple relationship between R and l.

[1]
(ii) Justify your conclusion by reference to the results.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(d) (i) Use the values in Table 2.1 to estimate the potential difference Ve across 50.0 cm of the
resistance wire.
Ve = ......................................................... [1]
Ve
(ii) Calculate the resistance of 50.0 cm of the resistance wire using the equation R = .
I
Use the value of current I from part (a). Give your answer to a suitable number of
significant figures for this experiment and include the unit.
R = ......................................................... [2]
(e) In this type of experiment, it is sensible to keep the temperature of the resistance wire as
close to room temperature as possible. Suggest one simple way to minimise the rise in
temperature of the resistance wire.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]

8
3 A student determines the focal length f of a lens.
Fig. 3.1 shows the set-up.
illuminated d
object u v screen
lens
bench
Fig. 3.1
(a) • He places the screen at a fixed distance from the illuminated object.
• He places the lens between the object and the screen so that the lens is very close to
the screen.
• He moves the lens slowly away from the screen until a clearly focused image is formed
on the screen.
• He measures the distance u between the object and the centre of the lens and the
distance v between the centre of the lens and the screen. The readings are shown in
Table 3.1.
(i) On Fig. 3.1, measure the distance d between the illuminated object and the screen.
d = ......................................................... [1]
(ii) Fig. 3.1 is drawn 1 / 10th actual size. Calculate the actual distance D between the
illuminated object and the screen.
D = ......................................................... [1]
(b) Calculate, and record in Table 3.1, the focal length f of the lens using the equation f = uv . [1]
D
(c) • The student keeps the screen at the same fixed distance D from the illuminated object.
• He moves the lens slowly away from the screen. The image goes out of focus.
• He continues to move the lens slowly away from the screen until another clearly focused
image is formed on the screen.
• He records the new readings of u and v in Table 3.1.
(i) Calculate, and record in Table 3.1 the new value for the focal length f of the lens using
the equation f = uv . [1]
D
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9
Table 3.1
u / cm v / cm f / cm
59.8 20.4
19.8 60.0
(ii) Calculate the average value fA of the focal length of the lens. Give your answer to a
suitable number of significant figures for this experiment.
fA = ................................................... cm [2]
(d) State one precaution that you would take to obtain accurate readings in this experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
(e) Another student wants to obtain more measurements for u and for v to check the value for the
focal length f of the lens. The student moves the screen a distance of 40.0 cm to the right.
(i) Calculate the new value for the distance D between the illuminated object and the
screen.
D = ................................................... cm [1]
(ii) The student moves the lens to a new position which is a distance from the object
u = 22.2 cm. He observes the image on the screen and says it is clearly focussed at a
distance v = 97.9 cm.
Calculate the new value of the focal length f of the lens using f = uv.
D
f = ................................................... cm [1]
(iii) State and explain briefly whether the values for fA and f in (e)(ii) are the same within the
limits of experimental accuracy.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 10]

10
4 A student investigates the time taken for ice cubes in a container to melt using different insulating
materials on the container.
a copper container
a variety of insulating materials that can be wrapped round the copper container
a thermometer
a stopwatch
a supply of ice cubes
The student can also use other apparatus and materials that are usually available in a school
laboratory.
Plan an experiment to investigate the time taken for ice cubes to melt using different insulating
materials.
• draw a diagram of the apparatus used
• draw a table, or tables, with column headings, to show how you would display your readings
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[Total: 7]
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© UCLES 2019 0625/62/O/N/19

Cambridge IGCSE™
* 1 0 6 3 8 0 1 8 1 0 *
PHYSICS 0625/62
1 hour
INSTRUCTIONS
INFORMATION
DC (DH/CGW) 196157/3
2
1 A student investigates the stretching of a spring.
Fig. 1.1 shows the set up.
metre rule
spring
clamp
stand
bench
Fig. 1.1
(a) The metre rule is clamped in position near to the spring.
On Fig. 1.1, show clearly how you would use a set square to obtain an accurate reading of
the position of the bottom of the coiled part of the spring from the metre rule. [2]
(b) Fig. 1.2 shows the spring drawn to actual size. On Fig. 1.2, measure the length L of the coiled
part of the spring.
Fig. 1.2
L = .................................................. mm [1]
(c) The student adds a load P = 0.20 N to the spring. He records the new length l of the coiled
part of the spring.
He repeats the procedure using loads P = 0.40 N, 0.60 N, 0.80 N and 1.00 N. All the readings
are recorded in Table 1.1.
© UCLES 2020 0625/62/O/N/20

3
Table 1.1
P/ N l / mm
0.20 20
0.40 26
0.60 31
0.80 35
1.00 41
Plot a graph of l / mm (y-axis) against P / N (x-axis). Start both axes at the origin (0,0).
[4]
(d) The intercept on the y-axis of the graph is numerically equal to the length l0 of the spring
when P = 0. Determine the value of l0. Show clearly on the graph how you obtained the
l0 = ......................................................... [2]
(e) Calculate L – l0.
L – l0 = ......................................................... [2]
[Total: 11]
4
2 A student investigates the refraction of light in a transparent block.
Fig. 2.1 shows her ray-trace sheet. She places a transparent block on the ray-trace sheet and
draws the outline ABCD of the block. The student uses pins to mark the positions of objects and
images.
A B
D C
P3
P4
eye
Fig. 2.1
© UCLES 2020 0625/62/O/N/20

5
(a) • On Fig. 2.1, draw the normal NL at the centre of side AB. Continue the normal NL so
that it passes through side CD of the block.
• Label the point F where the normal NL crosses side AB.
• Label the point G where the normal NL crosses side CD.

[1]
(b) • On Fig. 2.1, draw a line EF at least 7 cm long above side AB and at an angle i = 30° to
the left of the normal. Label the end of the line E.
• Mark the positions of two pins P1 and P2, to act as objects, on line EF at a suitable
distance apart for this type of ray-trace experiment.
[1]
(c) • The student looks from the position of the eye shown in Fig. 2.1, to observe the images
of P1 and P2 through side CD of the block. She adjusts her line of sight until the images
of P1 and P2 appear one behind the other.
• She places two pins P3 and P4 between her eye and the block so that P3, P4 and the
images of P1 and P2, seen through the block, appear one behind the other.
• The positions of P3 and P4 are marked on the ray-trace sheet.
(i) Draw a line joining the positions of P3 and P4. Continue the line through the block until it
extends to just outside the outline of the block. Label this end of the line K. [1]
(ii) • Label the point H where the line in (c)(i) meets side CD.
• Label the point J where the line meets the normal NL.
• Draw the line FH.

[1]
(iii) Measure and record the length a of the line GH.
a = ...............................................................
Measure and record the length b of the line FH.
b = ...............................................................
[1]
(d) Measure and record the acute angle θ between the line JF and the line JK. An acute angle is
less than 90°.
θ = ......................................................... [2]

6
(e) State one precaution that you would take in order to produce an accurate ray-trace.
...................................................................................................................................................
............................................................................................................................................. [1]
(f) A student suggests that i should be equal to θ within the limits of experimental accuracy. In
this experiment, i = 30°. Suggest a range of values for θ that match this suggestion for the
experiment.
range .................................................................................................................................. [1]
(g) A student plans to test the suggestion that, in this experiment, i = θ for all possible values of i.
Explain briefly how you would test the suggestion.
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[Total: 11]
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7
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8
3 A student is investigating the resistance of samples of wire.
Fig. 3.1 shows the circuit used.
power supply
resistance wire
C D
B E
Fig. 3.1
Table 3.1 shows how the samples of wire are connected into the circuit.
Table 3.1
section wire
BC one 30 cm piece
CD two 30 cm pieces
DE three 30 cm pieces
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9
(a) (i) Record the potential difference (p.d.) V1 across section BC of the resistance wire, as
shown on the voltmeter in Fig. 3.2.
2 3 0.4 0.6
1 4 0.2 0.8
0 5 0 1.0
V A
Fig. 3.2 Fig. 3.3
V1 = ......................................................... [1]
(ii) Record the current I in the circuit, as shown in Fig. 3.3.
I = ......................................................... [1]
(iii) Calculate the resistance R1 of the section BC of the resistance wire. Use the equation
V1
R1 = . Give your answer to a suitable number of significant figures for this experiment.
I
R1 = ......................................................... [1]
(b) The student connects the voltmeter across section CD.
He records the potential difference (p.d.) V2 across section CD.

0.70
V2 = ...............................................................
He calculates the resistance R2 of section CD.

1.25
R2 = ...............................................................
He connects the voltmeter across section DE.
He records the potential difference (p.d.) V3 across section DE.

0.46
V3 = ...............................................................
V3
Calculate the resistance R3 of section DE using the equation R3 = . Use the value of I from
I
(a)(ii). Give your answer to a suitable number of significant figures for this experiment.
R3 = ......................................................... [1]
(c) Complete the student’s recorded readings by including the units in (b). [1]

10
(d) The sections BC, CD and DE are all the same length and made of the same metal.
(i) Tick the box to show your conclusion from the results.
The resistance of a section increases as the number of wires increases
The resistance of a section decreases as the number of wires increases
The resistance of a section is independent of the number of wires.

[1]
(ii) Justify your conclusion in (d)(i) by reference to the results.
...........................................................................................................................................
..................................................................................................................................... [1]
(e) Explain how you would change this experiment to investigate the relationship between the
length of a sample of wire and its resistance.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(f) A student repeats the investigation in (a) to (d), but uses different values of current I. He has
a power source with a single fixed output potential difference.
(i) Name the component he could connect into the circuit to vary the current.
..................................................................................................................................... [1]
(ii) Draw the circuit symbol for this component.
[1]
[Total: 11]
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11
4 A student investigates the length of time taken for ice cubes to melt when they are placed in water.
She uses beakers of water at different temperatures to investigate how the initial temperature of
the water affects the time taken for the ice cubes to melt.
Plan an experiment to investigate how the initial temperature of the water affects the time taken
for the ice cubes to melt.
thermometer
supply of ice cubes
250 cm3 beakers
supply of cold water
• write a list of additional apparatus to use
• explain how to carry out the investigation
• state the key variables to keep constant
• draw a table, or tables, with column headings, to show how to display the readings (you are
not required to enter any readings in the table)
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[Total: 7]
© UCLES 2020 0625/62/O/N/20

0625 Igcse Physics 62

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GEMS MODERN ACADEMY

READ THESE INSTRUCTIONS FIRST

Answer all questions.

This document consists of 12 printed pages.

They are using the apparatus shown in Fig. 1.1.

(a) Using Fig. 1.1

• record the temperature θA of the cold water in beaker A,

• record the temperature θB of the warm water in beaker B.

© UCLES 2017 0625/62/F/M/17

Complete the units and the time column in Table 1.1.

tube in beaker A tube in beaker B

Justify your answer by reference to the results in Table 1.1.

© UCLES 2017 0625/62/F/M/17 [Turn over

Explain why the change is an improvement.

© UCLES 2017 0625/62/F/M/17

© UCLES 2017 0625/62/F/M/17 [Turn over

Fig. 2.2 Fig. 2.3

wire l/m V/V I /A R/Ω

B 0.500 2.4 0.75

C 0.400 2.2 0.85

Calculate, and record in Table 2.1, the resistance R of each wire.

© UCLES 2017 0625/62/F/M/17

r for wire A = ...............................................................

r for wire B = ...............................................................

r for wire C = ...............................................................

(e) The student measures the length of each wire to be tested.

Suggest a precaution that could be taken to reduce this.

3 Some students are investigating the magnification produced by a converging lens.

They are using the apparatus shown in Fig. 3.1.

The student measures the height of the illuminated triangle hO.

© UCLES 2017 0625/62/F/M/17

(c) Plot a graph of M (y-axis) against u / cm (x-axis).

© UCLES 2017 0625/62/F/M/17 [Turn over

Explain why this is an important precaution in this experiment.

© UCLES 2017 0625/62/F/M/17

The following apparatus is available to the student:

wires of different thickness, length and material

In your plan, you should include:

• instructions for making a spring from the wire that is provided,

• what you will measure,

• instructions for carrying out the experiment,

• any precaution which should be taken or difficulty which might occur,

• how you will present your results.

You may draw a diagram if it helps to explain your plan.

© UCLES 2017 0625/62/F/M/17 [Turn over

© UCLES 2017 0625/62/F/M/17

READ THESE INSTRUCTIONS FIRST

Answer all questions.

This document consists of 14 printed pages and 2 blank pages.

© UCLES 2018 0625/62/F/M/18

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.

© UCLES 2018 0625/62/F/M/18 [Turn over

90.0 40.0 34.3

85.0 35.0 30.0

80.0 30.0 25.2

75.0 25.0 21.4

© UCLES 2018 0625/62/F/M/18

© UCLES 2018 0625/62/F/M/18 [Turn over

© UCLES 2018 0625/62/F/M/18

© UCLES 2018 0625/62/F/M/18 [Turn over

They are using the apparatus shown in Fig. 2.1.

(ii) The temperatures θA and θB of the water in each experiment at times t = 30 s, 60 s, 90 s,

© UCLES 2018 0625/62/F/M/18