Candidate

Centre Number Number

Candidate Name

International General Certificate of Secondary Education

UNIVERSITY OF CAMBRIDGE LOCAL EXAMINATIONS SYNDICATE

PHYSICS 0625/3
PAPER 3
OCTOBER/NOVEMBER SESSION 2001 1 hour 15 minutes

Candidates answer on the question paper.

No additional materials are required.

TIME 1 hour 15 minutes

INSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of this page.
Answer all questions.
Write your answers in the spaces provided on the question paper.

INFORMATION FOR CANDIDATES

The number of marks is given in brackets [ ] at the end of each
question or part question.
FOR EXAMINER’S USE

10

TOTAL

This question paper consists of 16 printed pages.

SB (CW/KN) S10764/2
© UCLES 2001 [Turn over
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Examiner’s
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1 Fig. 1.1 shows the motion of a train over a section of track which includes a sharp bend.

30

25

20
speed
––––– 15
m/s

10

0
0 10 20 30
time/s

Fig. 1.1

(a) The section of the track with the sharp bend has a maximum speed restriction. The train
decelerates approaching the bend so that at the start of the bend it has just reached the
maximum speed allowed. The train is driven around the bend at the maximum speed
allowed and accelerates immediately on leaving the bend.

(i) What is the maximum speed allowed round the bend in the track?

maximum speed = .....................................

(ii) How long does the train take to travel the bend of the track?

time taken = .....................................

(iii) Calculate the length of the bend.

length of bend = .....................................

[3]

(b) The train has to slow down to go round the bend. Calculate the deceleration.

deceleration = .....................................[2]

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(c) As the train is driven round the bend, there is an extra force acting, called the centripetal
force.

(i) On Fig. 1.2, draw an arrow to show the direction of this force.

train

curved
track

direction
of motion

Fig. 1.2

(ii) State the effect that this force has on the motion.

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

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

(iii) State how this force is provided.

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

...................................................................................................................................
[3]

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2 Fig. 2.1 shows a car with a dummy driver before and after a collision test.

just before impact just after impact

V = 0 m/s
V = 45 m/s

Fig. 2.1

The mass of the dummy driver is 90 kg. The impact time to reduce the dummy’s speed from
45 m/s to zero is 1.2 s.

(a) Calculate

(i) the momentum of the dummy just before impact,

momentum = .....................................

(ii) the average force on the dummy during impact.

force = .....................................
[4]

(b) State the main energy transformation during the collision.

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

(c) Calculate how much of the dummy’s energy is transformed during the collision.

energy = ..................................... [3]

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3 A body is in equilibrium and is acted upon by two vertical downward forces in such a way that
there is no net moment about a pivot. A student is asked to show this experimentally.
The student is provided with a suitable pivot, a metre rule with a hole drilled in the centre,
two sets of masses and strong cotton.

(a) In the space below, draw a labelled diagram of the apparatus set up ready for use.

[2]

(b) Describe how two sets of readings are taken, explaining how equilibrium is achieved in
each case.

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

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

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

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

(c) Write down, in table form, two possible sets of values and use them to show that there
is no net moment. [3]

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4 Fig. 4.1 shows the path that one molecule, M, in a gas might take.

start of
movement
M

position after
a short time
interval

Fig. 4.1

(a) Explain why, in Fig. 4.1, the path of M has sudden, sharp changes of direction.

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

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

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

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

(b) At the end of the short time interval, M is a short distance from its starting point. Use
this observation to explain why a gas spreads slowly through air.

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

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

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

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5 (a) A student concludes that the results of his experiments show that it requires more
energy to convert 1 g of water into steam at 100 °C than it does to raise the temperature
of 1 g of water from 0 °C to 100 °C.
Use the student’s data to confirm that this conclusion is correct and calculate the
difference between the two amounts of energy.

experiment 1 experiment 2
mass of water used 250 g mass of water evaporated at 100 °C 15 g
heat energy supplied 10 500 J heat energy supplied 33 900 J
rise in temperature 10 °C

energy difference = .....................................[5]

(b) Explain, in molecular terms, why considerable heat energy is needed to convert 1 g of
water into 1 g of steam at 100 °C, without any change in temperature taking place.

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

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

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

(c) The mercury-in-glass thermometer used in experiment 1 above is said to have

– moderate sensitivity,
– a good range,
– a linear scale.

By reference to this thermometer, explain what is meant by

(i) sensitivity,

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

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

(ii) range,

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

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

(iii) linear scale.

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

...................................................................................................................................
[3]
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6 (a) Figs 6.1 and 6.2 show what happens to waves at two different types of boundary.

Fig. 6.1 Fig. 6.2

Complete the table below.

Fig. 6.1 Fig. 6.2

name of the effect shown

wavelength change, if any

frequency change, if any

[4]

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(b) Fig. 6.3 is drawn to full scale. The distance CF is the focal length of the lens.

object

F C F

Fig. 6.3

(i) By drawing rays from the tip of the object, locate the position of the image.
Hence work out how many times bigger the image is than the object.

number of times bigger = .....................................

(ii) 1. Draw an eye on Fig. 6.3 to show a suitable place to view the image.
2. Suggest a use for this lens arrangement.

...................................................................................................................................
[6]

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7 (a) Fig. 7.1 shows a current-carrying solenoid and the position of a plotting compass.

cardboard

B
A
direction of current
in the solenoid
indicated by
arrows

compass
originally
placed at A

Fig. 7.1

The plotting compass is used to follow magnetic field lines.

On Fig. 7.1 draw in one magnetic field line which links A and B, both through the inside
of the solenoid and round the outside of the solenoid.
Mark the direction of each part of the field line with an arrow. [3]

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(b) Fig. 7.2 shows the result of a similar experiment with a current-carrying, straight wire.

direction of
current vertically
upwards through
the cardboard

C A
B

horizontal
cardboard

Fig. 7.2

(i) On Fig. 7.2, draw another magnetic field line starting at C. Mark its direction with an
arrow.
(ii) Explain why the line from C could never pass through B.

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

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

(iii) What would be the effect on the strength and on the direction of the magnetic
field of

1. reversing the current without changing its value,

strength....................................... direction...........................................

2. increasing the value of the current without changing its direction?

strength....................................... direction...........................................
[5]

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8 Fig. 8.1 shows how two security lamps are connected to a mains supply.

240 V
a.c.
Z X A

Y B

Fig. 8.1

Lamp A is labelled 240 V, 600 W and lamp B is labelled 240 V, 300 W.

(a) Calculate the currents at points X, Y and Z in Fig. 8.1.

current at X = .....................................

current at Y = .....................................

current at Z = ..................................... [2]

(b) The resistance of lamp A is 96 Ω and the resistance of lamp B 192 Ω. Using these
values, or by an alternative method, calculate the total circuit resistance. (Ignore the
resistance of the circuit wiring.)

resistance = ..................................... [3]

(c) Fig. 8.2 shows the same lamps connected differently.

240 V
a.c.
P
A B
96 Ω 192 Ω

Fig. 8.2

(i) Calculate the current at P.

current at P = .....................................

(ii) Calculate the potential difference across A and across B.

potential difference across A = .....................................

potential difference across B = .....................................

[3]

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(d) (i) With reference to values already worked out, explain why the lamps should be
connected as in Fig. 8.1 and not as in Fig. 8.2.

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

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

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

(ii) The two lamps are to be switched on and off independently. State and explain
which circuit is better for this purpose when suitably placed switches are included.

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

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

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

...................................................................................................................................
[4]

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9 Fig. 9.1 shows a circuit and a cathode-ray oscilloscope (c.r.o.).

d.c. supply

Fig. 9.1

(a) Complete the connections to show how you would use the c.r.o. to measure the
potential difference across the lamp. [1]

(b) Fig. 9.2 shows the screen of the c.r.o. when measuring this potential difference.

trace when
p.d. connected

trace before p.d. connected

Fig. 9.2

When calibrated, each vertical division corresponds to a potential difference of 0.4 V.

What is the potential difference across the lamp?

potential difference = ..................................... [2]

(c) Suggest one advantage of using this method of measuring potential difference rather
than using a standard voltmeter.

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

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

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10 (a) Radioactive sodium has a nuclide represented by the symbol 24
11 Na.
Complete the equation below to show how this nuclide decays with the emission of
a β-particle.

24
11 Na → Mg + e [2]

(b) Fig. 10.1 shows a narrow beam of β-particles entering an electric field created by two
charged plates.

narrow beam P
of β-particles

Fig 10.1

(i) Complete the path of the β-particles, starting from the point P.
(ii) Explain any change of direction which you have shown.

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

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

...................................................................................................................................
[3]

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(c) (i) In the space below, draw a labelled diagram of an arrangement, using a radioactive
source which emits β-particles, for finding the variation in thickness of a sheet of
paper.

(ii) State the readings which need to be taken and how they would be used to decide
whether or not the thickness of the paper varies.

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

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

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

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...............................................................................................................................[4]

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