PHYSICS

REVISION
BOOKLET

2024-25
IGCSE CAMBRIDGE
Designed by
(Physics - 0625)
- Neharika Doulani
(Physics Educator – GGIS)
 Practice Paper Booklet

Name:

Grade: X CUPA

Subject: PHYSICS

Topic Page No.

Points to remember

Quick Recap Notes

Formula and symbol sheet

Definitions / Key terms

Circuit symbols & Units

Action words in exam papers and what they imply

Revision Guide

Revision Checklist

Examiner’s Tips

Sample answers for few questions (ECR)

Examiner’s Report
Marks scored in Practice papers

Paper No. / Code Marks scored Teacher’s sign Parent’s sign

Paper-1 / 22 – MCQ

Paper-1 / 42 - Structured

Paper-1 / 62 - ATP

Paper-2 / 22 – MCQ

Paper-2 / 42 - Structured

Paper-2 / 62 - ATP

Paper-3 / 22 – MCQ

Paper-3 / 42 - Structured

Paper-3 / 62 - ATP

Paper-4 / 22 – MCQ

Paper-4 / 42 - Structured

Paper-4 / 62 - ATP

Paper-5 / 22 – MCQ

Paper-5 / 42 - Structured

Paper-5 / 62 - ATP

Student’s comment:

2
Points to Remember

 Read the questions carefully and fully.

 Look for details that indicate how to answer or the depth of answer required. For example the question ‘Describe,
in terms of the movement and energies of the water molecules, how evaporation takes place’ is allocated two
marks on a paper. This shows that you must make two valid points and you must refer to movement and energy
of the molecules. So wording such as ‘some molecules have more energy than others and these leave the surface’
will gain both marks
 Make sure you are confident with your calculator – particularly using powers of 10.
 Always show your working in calculations so that you can gain marks for your method even if you make a
mistake with the final answer.
 Always include units where appropriate.
 Avoid vague descriptions – try to write clearly and concisely using the correct physics terms.
 Use a sharp pencil for graph work, taking care to plot each point with a small, neat cross and to draw a thin best
fit line.
 At the end of a calculation ask yourself ‘is this answer sensible?’
 Make sure you answer the question set. You will gain no marks for merely repeating the facts given in the
question.
 When reading the questions, decide which area of physics you are being asked about. Do not just look at a few
words as you may then misunderstand the question. For example a question that mentions heat radiation is not
about radioactivity (just because the word ‘radiation’ is seen). If you are asked for a convection current diagram
do not draw a circuit just because the word ‘current’ is in the question!
 Be careful how you answer your questions. An explanation of some physics (even if correct) that does not answer
the question set does not score marks.
 If there are three marks available for a calculation, two of the three marks are for showing your working
 If a question states ‘accurately mark’ or ‘accurately draw’, we expect points (e.g. a centre of gravity) to be
carefully positioned and lines to be drawn with care using a ruler. In the case of ray diagrams it is expected that
rays drawn should pass at least within 1 mm of the relevant point (e.g. principal focus)
 It is very easy when presented with a diagram question to look at the diagram and then try to answer the question.
You must read and understand the introductory sentences above the diagram first before trying to answer the
question. There may be a part of the question near the end which requires you to use a piece of information that
is included in the introductory sentences in your answer.

4
 Important Equations in Physics for IGCSE course

General Physics:

1 For constant motion: ‘v’ is the velocity in m/s, ‘s’ is the

distance or displacement in
=
meters and ‘t’ is the time in
seconds
2 For acceleration ‘a’ − u is the initial velocity, v is the
=
final velocity and t is the time.
3 Graph Area of a rectangular shaped graph In velocity-time graph the area
= base × height. under the graph is the total
distance covered by an object.
Area of triangular shaped graph =
½ × base × height
4 Weight and mass w is the weight in newton (N), m
is the mass in kg and g is
= ×
acceleration due to gravity = 10
m/s2
5 Density ‘ρ’ in kg/m3 = m is the mass and V is the volume

6 Force F in newton (N) = × m is the mass and a is the

acceleration
7 Terminal Velocity ℎ ( )= ( )
8 Hooke’s Law F is the force, x is the extension in
= × meters and k is the spring
constant.
9 Moment of a force in N.m = × F is the force and d is the
distance from the pivot
10 Law of moment or =
equilibrium: => × = ×

11 Work done W joules (J) = × F is the force and d is the

distance covered by an object
12 Kinetic Energy Ek in 1 m is the mass(kg) and v is the
joules (J) = × × velocity (m/s)
2
13 Potential Energy Ep in m is the mass (kg) and g is the
= × ×ℎ
joules (J) acceleration due to gravity and h
is the height from the ground.
14 Law of conservation of =
energy: 1
× ×ℎ= × ×
2

15 Power in watts (W) Power is the rate of doing work

=

=
16 Pressure p in pascal (Pa) F is the force in newton(N) and A
= is the area in m2
17 Pressure p due to liquid ρ is the density in kg/m3, g is the
acceleration due to garvity and h
= × ×ℎ
is the height or depth of liquid in
meters.
18 Atmospheric pressure P=760mmHg = 76cm Hg =1.01x105Pa

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 Thermal Physics:

1 Pressure and volume relationship pV=constant p1 and p2 are the two pressures in Pa
(Boyle’s law) × = × and V1 and V2 are the two volumes in m3
2 Thermal Expansion (Linear) L =  ×Lo ×
Lo is the original length in meters,
 is the change in temperature in oC,
L is the change in length in meters (L1- Lo) and
 is the linear expansivity of the material
3 Thermal Expansion (Cubical)
V =  Vo 
Vo is the original volume in m3,
 is the change in temperature in oC,
V is the change in volume in m3 (V1- Vo) and
 is the cubical expansivity of the material.
4 Relationship between linear and  = 3
cubical expansivities
5 Charle’s Law: V is the volume in m3 and T is the
=
Volume is directly proportional to temperature in Kelvin (K).
absolute temperature
=
∝

6 Pressure Law: = p is the pressure in Pa and T is the

Pressure of a gas is directly temperature in Kelvin (K).
proportional to the absolute =
temperature
∝
7 Gas Law: In thermal physics the symbol θ is used
=
of celsius scale and T is used for Kelvin
= scale.
8 Specific Heat Capacity: c is the specific heat capacity in J/kgoC,
The amount of heat required to = Q is the total heat in joules (J),
×∆
raise the temperature of 1 kg mass m is the mass in kg and
by 1oC. Δθ is the change in temperature
9 Thermal Capacity: amount of heat Thermal capacity=m×c The unit of thermal capacity is J/oC.
require to raise the temperature of ℎ =
a substance of any mass by 1oC ∆
10 Specific latent heat of fusion Lf is the specific latent heat of fusion in
(from Ice to liquid) = J/kg or J/g,
Q is the total heat in joules (J),
m is the mass of liquid change from ice
in kg or g.
11 Specific latent heat of vaporization Lv is the specific latent heat of
(from liquid to vapour) = vaporization in J/kg or J/g,
Q is the total heat in joules (J),
m is the mass of vapour change from
liquid in kg or g.
12 Thermal or heat transfer In solid = conduction
In liquid and gas = convection and also convection current
In vacuum = radiation
13 Emitters and Radiators Dull black surface = good emitter, good radiator, bad reflector
Bright shiny surface = poor emitter, poor radiator, good reflector

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 Waves, light and sound:

1 Wave equation 1 = × v is the speed of wave in m/s

f is the frequency in Hz
λ is the wavelength in meters
2 Wave equation 2 1 T is the time period of wave in
=
seconds
3 Movement of the particles Longitudinal waves=> back and forth in the direction of the
of the medium waves
Transverse waves=> perpendicular to the direction of the waves
4 Law of reflection Angle of incidence i = angel of reflection
=
5 Refraction From lighter to denser medium → light bend towards the normal
From denser to lighter medium →light bend away from the
normal
6 Refractive index n ∠ Refractive index has no unit
=
∠
7 Refractive index n ℎ
=
ℎ ℎ
8 Image from a plane mirror Virtual, upright, same size and laterally inverted,
same distance from the mirror inside
9 Image from a convex lens When close: virtual, enlarge, upright
When far: real, small, upside down
10 Image from a concave lens Virtual, upright, small
11 Critical angle When light goes from denser to lighter medium, the incident
angle at which the reflected angle is 90o,is called critical angle.
12 Total internal When light goes from denser to lighter medium, the refracted ray
reflection(TIR) bend inside the same medium then this is called (TIR)
13 Electromagnetic Spectrum:→ this way the frequency decreases and wavelength increases
Gamma rays ↔ X-rays ↔ UV ↔ Visible light ↔ IR ↔ Micro waves ↔ Radio waves
14 Colours of visible VIBGYOR (from bottom-up)
spectrum (light)
15 Speed of light In air: 3×108m/s In glass: 2×108m/s
16 Light wave Electromagnetic waves
17 Sound wave longitudinal waves
particle of the medium come close → compression
particles of the medium far apart → rarefaction
18 Echo 2× v is the speed of sound waves,
= d is the distance in meters
between source and the
reflection surface and
t is the time for echo
19 Properties of sound waves Pitch means the frequency of the wave
Loudness means the amplitude of the wave
20 Speed of sound waves Air : 330-340 m/s
Water: 1400 m/s
Concrete : 5000 m/s
Steel: 6000 – 7000 m/s

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 Electricity and magnetism:

1 Ferrous Materials Attracted by magnet and can be Eg. iron, steel, nickel and cobalt
magnetized
2 Non-ferrous materials Not attracted by magnet and copper, silver, aluminum, wood, glass
cannot be magnetized
3 Electric field intensity force exerted by the field on a unit E is the electric field intensity in N/C
charge placed at a point around
another charge =

4 Current: Rate of flow of I is the current in amperes (A),

charges in a conductor = Q is the charge in coulombs (C)
t is the time in seconds (s)
5 Current In circuits the current always choose the easiest path
6 Ohms law Voltage across the resistor is V is the voltage in volts (V),
directly proportional to current, I is the current in amperes (A) and
V⋉ I or R is resistance in ohms (Ω)
=
7 Voltage Energy per unit charge Q is the charge in coulombs (C),
V is the voltage in volts (V)
= Energy is in joules (J)
8 E.M.F. e.m.f. = lost volts + terminal potential difference
Electromotive force EMF=Ir+IR
9 Resistance and resistivity R is the resistance a resistor,
= L is the length of a resistor in meters
ρ is the resistivity of resistor in Ω.m A is the area of cross-section of a
resistor in m2
10 Circuit In series circuit→ the current stays the same and voltage divides
In parallel circuit → the voltage stays the same and current divides
11 Resistance in series = + +
1 1 1 1 R, R1, R2 and R3 are resistances of
12 Resistance in parallel
= + + resistor in ohms
13 Potential divider
=
14 Potential divider
=( )× =( )×
+ +
15 Power P is the power in watts (W)
= × = × =
16 Power The unit of energy is joules (J)
=
17 Transformer Vp is the voltage in primary coil,
= Vs is the voltage in secondary coil
np is the no of turns in primary and
ns is the no of turns in secondary
18 Transformer Power of primary coil = power of secondary coil
=
× = ×
=
Ip is the current in primary coil and Is the current in secondary coil
19 Cathode rays Stream of electrons emitted from heated metal (cathode). This process is
called thermionic emission.
20
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Atomic Physics:

1 Alpha particles Helium nucleus

α-particles Stopped by paper
Highest ionization potential
2 Beta-particles Fast moving electrons
β-particles Stopped by aluminum
Less ionization potential
3 Gamma-particles Electromagnetic radiation
γ-rays Only stopped by thick a sheet of lead
Least ionization potential
4 Half-life Time in which the activity or mass becomes half
5 Atomic symbol A is the total no of
protons and neutrons
Z is the total no of protons
6 Isotopes Same number of protons but different number of
neutrons

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 Definition of Word for Physics IGCSE CIE
1. Density is the mass over volume 16. Force is the rate of change in the momentum.

2. Scalar is the quantity that has only magnitude (size). 17. Principle of momentum is the total momentum before collision is equal to
the total momentum after collision without the external force act on the system.

3. Vector is the quantity that has both magnitude and direction. 18. Impulse is the change in momentum or the product of force and time
duration of collision.

4. Speed is the rate of change in distance. 19. Moment or Turning effect is the product of force and perpendicular
distance from pivot.

5. Velocity is the rate of change in displacement. 20. Principle of moment is the total anti clockwise moment is equal to the total
clockwise moment about the pivot.

6. Acceleration is the rate of change in velocity. 21. Condition for equilibrium is the no resultant force and no resultant
moment.

7. Fee fall is the motion that under only gravitational force and no air 22. Pressure is force over area.
resistance, so constant acceleration as 10 m/s2

8. Weight is force due to gravitational field, so it is the product of mass and 23. Sensitivity is the length of liquid expansion per celsius when temperature
gravity (10 m/s2). changed

9. Work done is the product of force and distance moved in direction of force. 24. Range is the difference between the minimum temperature and maximum
temperature that thermometer can measure.

10. Kinetic energy is the energy due to movement. 25. Responsiveness is the speed of expansion of liquid when temperature
changed.

11. Gravitational potential energy store in the object due to change in height 26. Linearity is the same length of scale per celsius.
in gravitational field.

12. Elastic potential energy store in the object due to change in shape. 27. Specific heat capacity is the heat energy that require to change the
temperature 1 celsius/kelvin per unit mass.

13. Conservation of energy is the energy cannot made and destroy but it can 28. Thermal capacity is the heat energy per unit temperature that require to
transfer from one form to another forms. change temperature 1 celsius/ kelvin.

14. Efficiency is the ratio of useful power/energy output over the total power/ 29. Specific latent heat is the heat energy that require to change state per unit
energy input. mass at constant temperature.

15. Momentum is the product of force and the velocity. 30. Conduction of heat is when molecules in solid gain more kinetic energy
and more vibration, so they collide the next particles and transfer heat energy.

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 Definition of Word for Physics IGCSE CIE
31. Convection of heat is when the molecules of liquid or gas gain more kinetic 45. Virtual image is the image that cannot projected on the screen.
energy and moving fast the it expand which cause the density decrease and rise
up.

32. Radiation of heat is transferring of heat by infrared radiation. 46. Refraction of wave is when the incident wave travel from one medium to
other medium, so the speed and wavelength changed but constant frequency.

33. Hooke’s law is the extension is directly proportion to the force/load. 47. Diffraction of wave is the spreading out of wave when it pass through the
gap or obstacle, so the speed, wavelength and frequency of wave are constant.

34. Proportional limit is the final point that the object will obey Hooke’s law. 48. Critical angle is the angle of incidence in denser medium that making the
refractive angle 90 degree.

35. Elastic limit is the point where is the maximum extent to which an object 49. Total internal reflection happen when the wave travel from denser
can stretched without the permanent deformation and when it beyond elastic medium to less dense medium and the angle of incidence is more than the
limit, it cannot return to original shape when removed force. critical angle, so no refraction of wave and the angle of incidence is equal to the
angle of reflection.

36. Transverse wave is the oscillation at right angle(perpendicular) to the 50. Focal length of lens is the distance between the principle focal point and
direction of the energy transfer. the centre of lens.

37. Longitudinal wave is the oscillation at parallel to the direction of the energy 51. Principle focus of lens is the single point that the all light ray meet
transfer. together.

38. Period is the time taken for on complete oscillation. 52. Centre of gravity is the single point which whole weight of object act.

39. Frequency is the number oscillation per second. 53. Centre of mass is the single point which whole mass is concentrated

40. Wavelength is the distance between one point to the next identical point. 54. Electric field is the region which a charge experience a force from another
charge.

41. Amplitude is the distance between rest position and crest or trough of 55. Current is the rate of flowing of charge.
wave. Amplitude is represented the carrying energy of wave.

42. Reflection of wave is when the incident wave strike the obstacle, so it 56. Voltage or Potential difference is the electrical energy transfer to other
reflect to cause the direction changed, but the speed, wavelength and form of energy per uint charge.
frequency are constant.

43. Rule of reflection is the angle of incidence is equal to the angle of 57. e.m.f. (Electromotive force) is the chemical energy transfer to electrical
reflection and the incident ray, reflected ray and normal line lie in same plane. energy per unit charge for driving 1 coulomb around the circuit.

44. Real image is the image that can projected on screen. 58. Power is the rate of dissipated energy.

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 Definition of Word for Physics IGCSE CIE
59. Parallel circuit is the same voltage across component and equal to the
supply’s voltage.

60. Series circuit is the sum voltage across each component is equal to
supply’s voltage.

61. Magnetic field is the region of space which a magnetic force can be
detected.

62. Electromagnetic induction is the induced current/e.m.f./voltage to

produce by the conductor interact with the magnetic field.

63. Faraday’s law is the induced e.m.f. is directly proportion to the rate of
change in magnetic field.

64. Lenz’s law is the direction of induced current will oppose to the direction of
change in magnetic that produce the induced current.

65. Radioactive decay is the random process (and spontaneous process) that
unstable nuclei will decay to emit the nuclear radiation (alpha, beta and
gamma)

66. Random process of radioactive decay is the same probability of decay for
each nucleus, so we don’t know which nucleus will decay.

67. Background radiation is the small amount of nuclear radiation in

surrounding because of radioactive sources in environment.

68. Ionisation of nuclear radiation happen when the nuclear radiation interact
with the other atom and causing the electrons lost, so the atom became
charge.

69. Half life of radioactive material is the time taken that cause the activity/
mass/nuclei to reduce for a half of original value.

70. Activity is the rate of nuclei decay, it is measured in becqurel(Bq).

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 Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Details of the assessment

Electrical symbols

cell switch

battery of cells

or earth or ground

power supply junction of conductors

d.c. power supply + – lamp

a.c. power supply motor M

fixed resistor generator G

variable resistor ammeter A

thermistor voltmeter V

light-dependent
diode
resistor

heater light-emitting diode

potential divider fuse

transformer relay coil

magnetising coil electric bell

Back to contents page www.cambridgeinternational.org/igcse 47

Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Details of the assessment

Symbols and units for physical quantities

Candidates should be able to give the symbols for the following physical quantities and, where indicated, state
the units in which they are measured. The list for the Extended syllabus content includes both the Core and the
Supplement.

All candidates should be able to use the following multipliers: M mega, k kilo, c centi, m milli

Extended candidates should also be able to use the following multipliers: G giga, μ micro, n nano

Core Supplement

Quantity Usual Usual unit Quantity Usual Usual unit

symbol symbol
length l , h, d, s, x km, m, cm, mm

area A m2, cm 2

volume V m3, cm3, dm3

weight W N

mass m, M kg, g mass m, M mg

time t h, min, s time t ms, μs

density ρ g / cm3, kg / m3

speed u, v km / h, m / s, cm / s

acceleration a m / s2

acceleration of g m / s2
free fall

force F N

gravitational field g N / kg
strength

spring constant k N / m, N / cm

momentum p kg m / s

impulse Ns

moment of a force Nm

work done W J, kJ, MJ

energy E J, kJ, MJ, kW h

power P W, kW, MW

pressure p N / m2, N / cm2 pressure p Pa

temperature θ, T °C, K

48 www.cambridgeinternational.org/igcse Back to contents page

 Cambridge IGCSE Physics 0625 syllabus for 2023, 2024 and 2025. Details of the assessment

Core Supplement

Quantity Usual Usual unit Quantity Usual Usual unit

symbol symbol
specific heat c J / (g °C), J / (kg °C)
capacity

frequency f Hz, kHz

wavelength m, cm wavelength nm

focal length f m, cm

angle of incidence i degree (°)

angle of reflection r degree (°)

angle of refraction r degree (°)

critical angle c degree (°)

refractive index n

potential difference/ V V, mV, kV

voltage

current I A, mA

e.m.f. E V

resistance R Ω

charge Q C

counts / s,
count rate
counts / minute

s, minutes, h, days,
half-life
weeks, years

Hubble constant H0 s –1

Back to contents page www.cambridgeinternational.org/igcse 49

 Section 5: Appendices

Command words and phrases

We use command words to help you to write down the answer they are looking for. This table explains
what each of these words or phrases means and will help you to understand the kind of answer you should
write. The list is in alphabetical order. You should bear in mind that the meaning of a term may vary slightly
according to how the question is worded.

Command Meaning
word/phrase
Calculate A numerical answer is needed. You should show any working, especially when there
are two or more steps in a calculation.
e.g. calculate the refractive index
Deduce This may be used in two ways:

(i) You nd the answer by working out the patterns in the information given to you
and drawing logical conclusions from them. You may need to use information
from tables and graphs and do calculations
e.g. deduce what will happen to velocity of the vehicle if …
(ii) You have to refer to a Law or scienti c theory or give a reason for your answer
e.g. use your knowledge of the kinetic theory to deduce what will happen when
...
De ne You need to state the meaning of something,
e.g. de ne speed
Describe You need to state the main points about something (using labelled diagrams if it helps
you).
e.g. describe a rotating-coil generator

You may also be asked to describe

• observations
e.g. describe the ways in which a force may change the motion of a body
• how to do particular experiments
e.g. describe an experiment to determine resistance using a voltmeter and an
ammeter
Determine You are expected to use a formula or method that you know to calculate a quantity.
e.g. determine graphically the resultant of two vectors
Discuss You have to write down points for and against an argument.
e.g. discuss the energy loss in cables
Estimate Suggest an approximate value for a quantity based on reasons and data. You may
need to make some approximations.
e.g. estimate the volume of a test tube.
Explain You have to give reasons for your answer OR refer to a particular theory.
Find This is a general term meaning several similar things such as calculate, measure,
determine, etc.
List Write down a number of separate points. Where the number of points is stated in the
question, you should not write more than this number.
e.g. list three uses of converging lenses

Cambridge IGCSE Physics 0625 49

Section 5: Appendices

Command Meaning
word/phrase
Meant See ‘Understand’
(what is meant
by the term…)
Measure You are expected to nd a quantity by using a measuring instrument.
e.g. length (by using a ruler), volume (by using a measuring cylinder)
Outline State the main points brie y.
e.g. outline a method of magnetising an iron bar
Predict This can be used in two ways:

(i) You nd the answer by working out the patterns in the information provided and
drawing logical conclusions from this. You may need to use information from
tables and graphs and do calculations.
e.g. predict what will happen to the direction of the resultant force if ….
(ii) It may also mean giving a short answer to a question stating what might happen
next.
e.g. predict what effect an increase in temperature will have on the resistance.
Sketch (i) When drawing graphs, this means that you may draw the approximate shape
and/or position of the graph BUT you need to make sure that important details,
such as the line passing through the origin or nishing at a certain point, are
drawn accurately.
(ii) When drawing apparatus or other diagrams, a simple line drawing is all that
is needed, but you must make sure that the proportions are correct and the
most important details are shown. You should always remember to label your
diagrams.
State You should give a short answer without going into any detail.
e.g. state the hazards of damaged electrical insulation BUT: ‘state the meaning of…’ is
different. It is more like ‘understand’.
Suggest This may be used in two ways:

(i) There may be more than one correct answer.

e.g. suggest a precaution to improve the accuracy of the experiment
(ii) You are being asked to apply your general knowledge of physics or reasoning
skills to a topic area that is not on the syllabus.
e.g. applying ideas about moments to the stability of a vehicle
Understand You should (i) de ne something and (ii) make a more detailed comment about it. The
(what do you amount of detail depends on the number of marks awarded.
understand by e.g. what do you understand by the term total internal re ection
the term.)

50 Cambridge IGCSE Physics 0625

 Section 5: Appendices

Mathematical skills
This is a checklist of the mathematical skills you need for your physics exam.

Tick each box in the checklist when you know that you have got this skill.

Ask your teacher to explain these skills if you are unsure. The comment column is for extra notes and
examples.

You can use a calculator for all the papers. You should make sure that you remove any information from your
calculator, if it is programmable.

You can: Checklist Comments

• add, subtract, multiply and divide
use:
• averages
• decimals
• fractions
• percentages
• ratios
• reciprocals
• use standard notation (notation is putting
symbols for numbers e.g. x = 2, y = 5, atomic
mass, Z = 12) including both positive and
negative indices
• understand signi cant gures and use them
appropriately
• use direct proportion You should know that if you plot a
(stepwise increases) graph of y against x, then a straight
• use inverse proportion line through the origin shows that y is
(inverse means turned up side down) directly proportional to x
the inverse of 4 is ¼ (= 0.25)
• use positive, whole number indices in algebraic
expressions
• draw charts You will be given the data
• graphs with line of best t
interpret:
• bar graphs
• pie charts
• line graphs
• determine the gradient and intercept of a graph
• select suitable scales and axes for graphs
• make approximate evaluations of numerical
expressions

Cambridge IGCSE Physics 0625 51

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Section 4: What you need to know

Cambridge IGCSE Physics 0625

Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
1. General physics • Use and describe the use • Understand that a
of rules and measuring micrometer screw gauge
1.1 Length and time cylinders to nd a length is used to measure very
or a volume small distances
• Use and describe the use
of clocks and devices,
both analogue and digital,
for measuring an interval
of time
• Obtain an average value
for a small distance
and for a short interval
of time by measuring
multiples (including the
period of a pendulum)
 Topic Core material Extended material
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1.2 Motion • De ne speed and • Distinguish between
calculate average speed speed and velocity
total distance • De ne and calculate
from
total time acceleration using
• Plot and interpret a change of velocity
speed-time graph or a time taken
distance-time graph • Calculate speed from the
• Recognise from the gradient of a distance-
shape of a speed-time time graph
graph when a body is • Calculate acceleration
– at rest from the gradient of a
– moving with constant speed-time graph
speed • Recognise linear
– moving with motion for which the
changing speed acceleration is constant
• Calculate the area under • Recognise motion for
a speed-time graph to which the acceleration is
work out the distance not constant
travelled for motion with • Understand deceleration
constant acceleration as a negative
• Demonstrate acceleration
understanding that • Describe qualitatively the
acceleration and motion of bodies falling
deceleration are related in a uniform gravitational
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to changing speed eld with and without

including qualitative air resistance (including

Section 4: What you need to know

analysis of the gradient reference to terminal
of a speed-time graph velocity)
• State that the
acceleration of free fall
for a body near to the
Earth is constant
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Section 4: What you need to know

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1.3 Mass and weight • Show familiarity with • Demonstrate an
the idea of the mass of understanding that mass
a body is a property that ‘resists’
• State that weight is a change in motion
gravitational force • Describe, and use the
• Distinguish between concept of, weight as the
mass and weight effect of a gravitational
• Recall and use the eld on a mass
equation W = mg
• Demonstrate
understanding that
weights (and hence
masses) may be
compared using a
balance
1.4 Density • Recall and use the
equation = m
V
• Describe an experiment
to determine the density
of a liquid and of a
regularly shaped solid
and make the necessary
calculation
• Describe the
determination of the
density of an irregularly
shaped solid by the
method of displacement
• Predict whether an
object will oat based on
density data
 Topic Core material Extended material
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1.5 Forces • Recognise that a force • State Hooke’s Law
may produce a change in and recall and use the
1.5.1 Effects of size and shape of a body expression F = k x,
forces • Plot and interpret where k is the spring
extension-load graphs constant
and describe the • Recognise the
associated experimental signi cance of the ‘limit
procedure of proportionality’ for an
• Describe the ways extension-load graph
in which a force may • Recall and use the
change the motion of a relation between force,
body mass and acceleration
• Find the resultant of two (including the direction),
or more forces acting F = ma
along the same line • Describe qualitatively
• Recognise that if there motion in a circular path
is no resultant force on due to a perpendicular
a body it either remains force (F = mv 2 /r is not
at rest or continues at required)
constant speed in a
straight line
• Understand friction as
the force between two
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surfaces which impedes

motion and results in

Section 4: What you need to know

heating
• Recognise air resistance
as a form of friction
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Section 4: What you need to know

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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
1.5.2 Turning effect • Describe the moment of • Apply the principle of
a force as a measure of moments to different
its turning effect and give situations
everyday examples
• Understand that
increasing force or
distance from the pivot
increases the moment of
a force
• Calculate moment using
the product force ×
perpendicular distance
from the pivot
• Apply the principle
of moments to the
balancing of a beam
about a pivot
1.5.3 Conditions for • Recognise that, when • Perform and describe
equilibrium there is no resultant an experiment (involving
force and no resultant vertical forces) to show
turning effect, a system that there is no net
is in equilibrium moment on a body in
equilibrium
1.5.4 Centre of • Perform and describe an
mass experiment to determine
the position of the centre
of mass of a plane lamina
• Describe qualitatively the
effect of the position of
the centre of mass on
the stability of simple
objects
 Topic Core material Extended material
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1.5.5 Scalars and • Understand that vectors
vectors have a magnitude and
direction
• Demonstrate an
understanding of the
difference between
scalars and vectors and
give common examples
• Determine graphically
the resultant of two
vectors
1.6 Momentum • Understand the concepts
of momentum and
impulse
• Recall and use the
equation momentum =
mass × velocity, p = mv
• Recall and use the
equation for impulse
Ft = mv – mu
• Apply the principle of
the conservation of
momentum to solve
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simple problems in one

dimension

Section 4: What you need to know

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Section 4: What you need to know

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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
1.7 Energy, work and • Identify changes in • Recall and use the
power kinetic, gravitational expressions kinetic
potential, chemical, energy = ½mv 2 and
1.7.1 Energy elastic (strain), nuclear change in gravitational
and internal energy that potential energy = mg h
have occurred as a result • Apply the principle of
of an event or process conservation of energy
• Recognise that energy is to examples involving
transferred during events multiple stages
and processes, including • Explain that in any event
examples of transfer or process the energy
by forces (mechanical tends to become more
working), by electrical spread out among the
currents (electrical objects and surroundings
working), by heating and (dissipated)
by waves
• Apply the principle of
conservation of energy to
simple examples
 Topic Core material Extended material
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1.7.2 Energy • Describe how electricity • Understand that the
resources or other useful forms of Sun is the source of
energy may be obtained energy for all our energy
from: resources except
– chemical energy geothermal, nuclear and
stored in fuel tidal
– water, including • Show an understanding
the energy stored that energy is released
in waves, in tides, by nuclear fusion in the
and in water behind Sun
hydroelectric dams • Recall and use the
– geothermal equation: ef ciency =
resources useful energy output
×
– nuclear ssion energy input
– heat and light from 100%
the Sun (solar cells • ef ciency =
and panels) useful power output
×
– wind power input
• Give advantages and 100%
disadvantages of each
method in terms of
renewability, cost,
reliability, scale and
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environmental impact
• Show a qualitative

Section 4: What you need to know

understanding of
ef ciency
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Section 4: What you need to know

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Topic Core material Extended material

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1.7.3 Work • Demonstrate • Recall and use
understanding that W = Fd = E
work done = energy
transferred
• Relate (without
calculation) work done to
the magnitude of a force
and the distance moved
in the direction of the
force
1.7.4 Power • Relate (without • Recall and use the
calculation) power to equation P = E / t in
work done and time simple systems
taken, using appropriate
examples
1.8 Pressure • Recall and use the • Recall and use the
equation p = F / A equation p = h g
• Relate pressure to
force and area, using
appropriate examples
• Describe the simple
mercury barometer and
its use in measuring
atmospheric pressure
• Relate (without
calculation) the pressure
beneath a liquid surface
to depth and to density,
using appropriate
examples
• Use and describe the use
of a manometer
 Topic Core material Extended material
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2. Thermal physics • State the distinguishing
properties of solids,
2.1 Simple kinetic liquids and gases
molecular model of
matter

2.1.1 States of
matter
2.1.2 Molecular • Describe qualitatively • Relate the properties
mode the molecular structure of solids, liquids and
of solids, liquids and gases to the forces
gases in terms of the and distances between
arrangement, separation molecules and to the
and motion of the motion of the molecules
molecules • Explain pressure in
• Interpret the temperature terms of the change
of a gas in terms of the of momentum of the
motion of its molecules particles striking the
• Describe qualitatively walls creating a force
the pressure of a gas in • Show an appreciation
terms of the motion of its that massive particles
molecules may be moved by light,
• Show an understanding fast-moving molecules
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of the random motion of

particles in a suspension

Section 4: What you need to know

as evidence for the
kinetic molecular model
of matter
• Describe this motion
(sometimes known
as Brownian motion)
in terms of random
molecular bombardment
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Section 4: What you need to know

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Topic Core material Extended material

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2.1.3 Evaporation • Describe evaporation • Demonstrate an
in terms of the escape understanding of how
of more-energetic temperature, surface
molecules from the area and draught over
surface of a liquid a surface in uence
• Relate evaporation to the evaporation
consequent cooling of • Explain the cooling of a
the liquid body in contact with an
evaporating liquid
2.1.4 Pressure • Describe qualitatively, in • Recall and use the
changes terms of molecules, the equation pV = constant
effect on the pressure of for a xed mass of gas at
a gas of: constant temperature
– a change of
temperature at
constant volume
– a change of
volume at constant
temperature
2.2 Thermal • Describe qualitatively • Explain, in terms of the
properties and the thermal expansion of motion and arrangement
temperature solids, liquids, and gases of molecules, the relative
at constant pressure order of the magnitude
2.2.1 Thermal • Identify and explain of the expansion of
expansion of solids, some of the everyday solids, liquids and gases
liquids and gases applications and
consequences of thermal
expansion
 Topic Core material Extended material
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2.2.2 Measurement • Appreciate how a • Demonstrate
of temperature physical property that understanding of
varies with temperature sensitivity, range and
may be used for the linearity
measurement of • Describe the structure
temperature, and state of a thermocouple and
examples of such show understanding of
properties its use as a thermometer
• Recognise the need for for measuring high
and identify xed points temperatures and those
• Describe and explain that vary rapidly
the structure and • Describe and explain
action of liquid-in-glass how the structure
thermometers of a liquid-in-glass
thermometer relates to
its sensitivity, range and
linearity
2.2.3 Thermal • Relate a rise in the • Give a simple molecular
capacity (heat temperature of a body to account of an increase in
capacity) an increase in its internal internal energy
energy • Recall and use the
• Show an understanding equation thermal
of what is meant by the capacity = mc
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thermal capacity of a • De ne speci c heat

body capacity

Section 4: What you need to know

• Describe an experiment
to measure the speci c
heat capacity of a
substance
• Recall and use the
equation change in
energy = mc T
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Section 4: What you need to know

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Topic Core material Extended material

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2.2.4 Melting and • Describe melting and • Distinguish between
boiling boiling in terms of energy boiling and evaporation
input without a change in • Use the terms latent heat
temperature of vaporisation and latent
• State the meaning of heat of fusion and give a
melting point and boiling molecular interpretation
point of latent heat
• Describe condensation • De ne speci c latent
and solidi cation in terms heat
of molecules • Describe an experiment
to measure speci c
latent heats for steam
and for ice
• Recall and use the
equation energy = ml
2.3 Thermal • Describe experiments • Give a simple molecular
processes to demonstrate the account of conduction
properties of good and in solids including lattice
2.3.1 Conduction bad thermal conductors vibration and transfer by
electrons
2.3.2 Convection • Recognise convection as
an important method of
thermal transfer in uids
• Relate convection
in uids to density
changes and describe
experiments to illustrate
convection
 Topic Core material Extended material
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2.3.3 Radiation • Identify infra-red • Describe experiments to
radiation as part of show the properties of
the electromagnetic good and bad emitters
spectrum and good and bad
• Recognise that thermal absorbers of infra-red
energy transfer by radiation
radiation does not require • Show understanding that
a medium the amount of radiation
• Describe the effect of emitted also depends on
surface colour (black or the surface temperature
white) and texture (dull or and surface area of a
shiny) on the emission, body
absorption and re ection
of radiation
2.3.4 Consequences • Identify and explain
of energy transfer some of the everyday
applications and
consequences of
conduction, convection
and radiation
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Section 4: What you need to know

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Section 4: What you need to know

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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
3. Properties of • Demonstrate • Recall and use the
waves, including understanding that equation v = f
light and sound waves transfer energy • Describe how
without transferring wavelength and gap
3.1 General wave matter size affects diffraction
properties • Describe what is meant through a gap
by wave motion as • Describe how
illustrated by vibration in wavelength affects
ropes and springs and by diffraction at an edge
experiments using water
waves
• Use the term wavefront
• Give the meaning of
speed, frequency,
wavelength and
amplitude
• Distinguish between
transverse and
longitudinal waves and
give suitable examples
• Describe how waves can
undergo:
– re ection at a plane
surface
– refraction due to a
change of speed
– diffraction through a
narrow gap
• Describe the use
of water waves to
demonstrate re ection,
refraction and diffraction
 Topic Core material Extended material
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3.2 Light • Describe the formation • Recall that the image in a
of an optical image by a plane mirror is virtual
3.2.1 Re ection of plane mirror, and give its • Perform simple
light characteristics constructions,
• Recall and use the law measurements and
angle of incidence = calculations for re ection
angle of re ection by plane mirrors
3.2.2 Refraction of • Describe an experimental • Recall and use the
light demonstration of the de nition of refractive
refraction of light index n in terms of speed
• Use the terminology for • Recall and use the
the angle of incidence i sin i =
equation n
and angle of refraction sin r
r and describe the 1
• Recall and use n =
passage of light through sin c
parallel-sided transparent • Describe and explain the
material action of optical bres
• Give the meaning of particularly in medicine
critical angle and communications
• Describe internal and technology
total internal re ection
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Section 4: What you need to know

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Section 4: What you need to know

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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
3.2.3 Thin • Describe the action of a • Draw and use ray
converging lens thin converging lens on a diagrams for the
beam of light formation of a virtual
• Use the terms principal image by a single lens
focus and focal length • Use and describe the
• Draw ray diagrams for use of a single lens as a
the formation of a real magnifying glass
image by a single lens • Show understanding of
• Describe the nature of an the terms real image and
image using the terms virtual image
enlarged/same size/
diminished and upright/
inverted
3.2.4 Dispersion of • Give a qualitative account • Recall that light of
light of the dispersion of light a single frequency
as shown by the action is described as
on light of a glass prism monochromatic
including the seven
colours of the spectrum
in their correct order
 Topic Core material Extended material
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3.3 Electromagnetic • Describe the main • State that the speed of
spectrum features of the electromagnetic waves
electromagnetic in a vacuum is 3.0 × 10 8
spectrum in order of m / s and is approximately
wavelength the same in air
• State that all e.m. waves
travel with the same high
speed in a vacuum
• Describe typical
properties and uses
of radiations in all the
different regions of
the electromagnetic
spectrum including:
– radio and television
communications
(radio waves)
– satellite television
and telephones
(microwaves)
– electrical appliances,
remote controllers
for televisions and
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intruder alarms (infra-

red)

Section 4: What you need to know

– medicine and
security (X-rays)
• Demonstrate an
awareness of safety
issues regarding the
use of microwaves and
X-rays
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Topic Core material Extended material

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3.4 Sound • Describe the production • Describe compression
of sound by vibrating and rarefaction
sources • State typical values of
• Describe the longitudinal the speed of sound in
nature of sound waves gases, liquids and solids
• State that the
approximate range of
audible frequencies for
a healthy human ear is
20 Hz to 20 000 Hz
• Show an understanding
of the term ultrasound
• Show an understanding
that a medium is needed
to transmit sound waves
• Describe an experiment
to determine the speed
of sound in air
• Relate the loudness and
pitch of sound waves to
amplitude and frequency
• Describe how the
re ection of sound may
produce an echo
 Topic Core material Extended material
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4.1 Simple • Describe the forces • Explain that magnetic
phenomena of between magnets, and forces are due to
magnetism between magnets and interactions between
magnetic materials magnetic elds
• Give an account of • Describe methods of
induced magnetism demagnetisation, to
• Distinguish between include hammering,
magnetic and non- heating and use of a.c. in
magnetic materials a coil
• Describe methods of
magnetisation, to include
stroking with a magnet,
use of d.c. in a coil and
hammering in a magnetic
eld
• Draw the pattern of
magnetic eld lines
around a bar magnet
• Describe an experiment
to identify the pattern
of magnetic eld lines,
including the direction
• Distinguish between the
Cambridge IGCSE Physics 0625

magnetic properties of
soft iron and steel

Section 4: What you need to know

• Distinguish between
the design and use of
permanent magnets and
electromagnets
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Section 4: What you need to know

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Topic Core material Extended material

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4.2 Electrical • State that there are • State that charge is
quantities positive and negative measured in coulombs
charges • State that the direction
4.2.1 Electric charge • State that unlike charges of an electric eld at a
attract and that like point is the direction of
charges repel the force on a positive
• Describe simple charge at that point
experiments to show the • Describe an electric
production and detection eld as a region in
of electrostatic charges which an electric charge
• State that charging experiences a force
a body involves the • Describe simple eld
addition or removal of patterns, including the
electrons eld around a point
• Distinguish between charge, the eld around
electrical conductors a charged conducting
and insulators and give sphere and the eld
typical examples between two parallel
plates (not including end
effects)
• Give an account of
charging by induction
• Recall and use a simple
electron model to
distinguish between
conductors and insulators
 Topic Core material Extended material
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4.2.2 Current • State that current is • Show understanding that
related to the ow of a current is a rate of ow
charge of charge and recall and
• Use and describe the use the equation I = Q / t
use of an ammeter, both • Distinguish between
analogue and digital the direction of ow
• State that current in of electrons and
metals is due to a ow of conventional current
electrons
4.2.3 Electromotive • State that the e.m.f. of • Show understanding that
force an electrical source of e.m.f. is de ned in terms
energy is measured in of energy supplied by a
volts source in driving charge
round a complete circuit
4.2.4 Potential • State that the potential • Recall that 1 V is
difference difference (p.d.) across equivalent to 1 J / C
a circuit component is
measured in volts
• Use and describe the
use of a voltmeter, both
analogue and digital
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Section 4: What you need to know

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Section 4: What you need to know

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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
4.2.5 Resistance • State that resistance • Sketch and explain
= p.d. / current and the current-voltage
understand qualitatively characteristic of an ohmic
how changes in p.d. or resistor and a lament
resistance affect current lamp
• Recall and use the • Recall and use
equation R = V / I quantitatively the
• Describe an experiment proportionality between
to determine resistance resistance and length,
using a voltmeter and an and the inverse
ammeter proportionality between
• Relate (without resistance and cross-
calculation) the sectional area of a wire
resistance of a wire to its
length and to its diameter
4.2.6 Electrical • Understand that electric • Recall and use the
working circuits transfer energy equations P = IV and
from the battery or E = IVt
power source to the
circuit components then
into the surroundings
 Topic Core material Extended material
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4.3 Electric circuits • Draw and interpret • Draw and interpret circuit
circuit diagrams diagrams containing
4.3.1 Circuit containing sources, diodes
diagrams switches, resistors
( xed and variable),
heaters, thermistors,
light-dependent
resistors, lamps,
ammeters, voltmeters,
galvanometers,
magnetising coils,
transformers, bells, fuses
and relays
4.3.2 Series and • Understand that the • Calculate the combined
parallel circuits current at every point in a e.m.f. of several sources
series circuit is the same in series
• Give the combined • Recall and use the fact
resistance of two or that the sum of the p.d.s
more resistors in series across the components
• State that, for a parallel in a series circuit is equal
circuit, the current from to the total p.d. across
the source is larger the supply
than the current in each • Recall and use the fact
Cambridge IGCSE Physics 0625

branch that the current from the

• State that the combined source is the sum of the

Section 4: What you need to know

resistance of two currents in the separate
resistors in parallel is branches of a parallel
less than that of either circuit
resistor by itself • Calculate the effective
• State the advantages resistance of two
of connecting lamps in resistors in parallel
parallel in a lighting circuit
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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
4.3.3 Action and • Describe the action of a • Describe the action
use of circuit variable potential divider of a diode and show
components (potentiometer) understanding of its use
• Describe the action of as a recti er
thermistors and light- • Recognise and show
dependent resistors and understanding of circuits
show understanding operating as light-
of their use as input sensitive switches and
transducers temperature-operated
• Describe the action alarms (to include the
of a relay and show use of a relay)
understanding of its use
in switching circuits
4.4 Digital • Explain and use the
electronics terms analogue and
digital in terms of
continuous variation and
high/low states
• Describe the action of
NOT, AND, OR, NAND
and NOR gates
• Recall and use the
symbols for logic gates
• Design and understand
simple digital circuits
combining several logic
gates
• Use truth tables to
describe the action of
individual gates and
simple combinations of
gates
 Topic Core material Extended material
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4.5 Dangers of • State the hazards of:
electricity – damaged insulation
– overheating of cables
– damp conditions
• State that a fuse protects
a circuit
• Explain the use of fuses
and circuit breakers
and choose appropriate
fuse ratings and circuit-
breaker settings
• Explain the bene ts of
earthing metal cases
4.6 Electromagnetic • Show understanding • Show understanding
effects that a conductor moving that the direction of an
across a magnetic eld induced e.m.f. opposes
4.6.1 or a changing magnetic the change causing it
Electromagnetic eld linking with a • State and use the relative
induction conductor can induce an directions of force, eld
e.m.f. in the conductor and induced current
• Describe an experiment
to demonstrate
electromagnetic
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induction
• State the factors

Section 4: What you need to know

affecting the magnitude
of an induced e.m.f.
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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
4.6.2 a.c. generator • Distinguish between • Describe and explain a
direct current (d.c.) and rotating-coil generator
alternating current (a.c.) and the use of slip rings
• Sketch a graph of voltage
output against time for a
simple a.c. generator
• Relate the position of
the generator coil to the
peaks and zeros of the
voltage output
4.6.3 Transformer • Describe the • Describe the principle
construction of a basic of operation of a
transformer with a soft- transformer
iron core, as used for • Recall and use the
voltage transformations equation Ip Vp = Is Vs
• Recall and use the (for 100% ef ciency)
equation (Vp / Vs) = (Np / N s) • Explain why power
• Understand the terms losses in cables are
step-up and step-down lower when the voltage
• Describe the use of the is high
transformer in high-
voltage transmission of
electricity
• Give the advantages of
high-voltage transmission
 Topic Core material Extended material
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4.6.4 The magnetic • Describe the pattern • State the qualitative
effect of a current of the magnetic eld variation of the strength
(including direction) due of the magnetic eld
to currents in straight over salient parts of the
wires and in solenoids pattern
• Describe applications • State that the direction
of the magnetic effect of a magnetic eld line at
of current, including the a point is the direction of
action of a relay the force on the N pole
of a magnet at that point
• Describe the effect on
the magnetic eld of
changing the magnitude
and direction of the
current
4.6.5 Force on a • Describe an experiment • State and use the relative
current-carrying to show that a force acts directions of force, eld
conductor on a current-carrying and current
conductor in a magnetic • Describe an
eld, including the effect experiment to show
of reversing: the corresponding force
– the current on beams of charged
– the direction of the particles
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eld

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Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
4.6.6 d.c. motor • State that a current- • Relate this turning
carrying coil in effect to the action of an
a magnetic eld electric motor including
experiences a turning the action of a split-ring
effect and that the effect commutator
is increased by:
– increasing the
number of turns on
the coil
– increasing the current
– increasing the
strength of the
magnetic eld
5. Atomic physics • Describe the structure • Describe how the
of an atom in terms of scattering of a-particles
5.1 The nuclear a positive nucleus and by thin metal foils
atom negative electrons provides evidence for the
nuclear atom
5.1.1 Atomic model
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
5.1.2 Nucleus • Describe the • State the meaning of
composition of the nuclear ssion and
nucleus in terms of nuclear fusion
protons and neutrons • Balance equations
• State the charges of involving nuclide notation
protons and neutrons
• Use the term proton
number Z
• Use the term nucleon
number A
• Use the term nuclide and
use the nuclide notation
ZX
A

• Use and explain the term

isotope
5.2 Radioactivity • Demonstrate
understanding of
5.2.1 Detection of background radiation
radioactivity • Describe the detection
of -particles, -particles
and -rays ( + are not
included: -particles will
be taken to refer to – )
Cambridge IGCSE Physics 0625

Section 4: What you need to know

45
46

Section 4: What you need to know

Cambridge IGCSE Physics 0625

Topic Core material Extended material

You should be able to: Checklist Comments You should be able to: Checklist Comments
5.2.2 Characteristics • Discuss the random • Describe their de ection
of the three kinds of nature of radioactive in electric elds and in
emission emission magnetic elds
• Identify , and • Interpret their relative
-emissions by recalling ionising effects
– their nature • Give and explain
– their relative ionising examples of practical
effects applications of , and
– their relative -emissions
penetrating abilities
• ( + are not included,
–
particles will be taken
to refer to –)
5.2.3 Radioactive • State the meaning of • Use equations involving
decay radioactive decay nuclide notation to
• State that during - or represent changes in
-decay the nucleus the composition of the
changes to that of a nucleus when particles
different element are emitted
5.2.4 Half-life • Use the term half-life • Calculate half-life from
in simple calculations, data or decay curves
which might involve from which background
information in tables or radiation has not been
decay curves subtracted
5.2.5 Safety • Recall the effects of
precautions ionising radiations on
living things
• Describe how radioactive
materials are handled,
used and stored in a safe
way
Example Candidate Responses
Paper 4
Cambridge IGCSE®
Physics 0625

Version 2.0
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Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES),
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Contents

Introduction ........................................................................................................................................................ 4

Assessment at a glance..................................................................................................................................... 6

Paper 4 – Theory (Extended) ............................................................................................................................ 7

Question 1 ..................................................................................................................................................... 7
Question 2 ................................................................................................................................................... 12
Question 3 ................................................................................................................................................... 15
Question 4 ................................................................................................................................................... 18
Question 5 ................................................................................................................................................... 23
Question 6 ................................................................................................................................................... 27
Question 7 ................................................................................................................................................... 31
Question 8 ................................................................................................................................................... 35
Question 9 ................................................................................................................................................... 39
Question 10 ................................................................................................................................................. 43
Question 11 ................................................................................................................................................. 47
Example Candidate Responses: Paper 4

Introduction

The main aim of this booklet is to exemplify standards for those teaching IGCSE Physics (0625), and to
show how different levels of candidates’ performance (high, middle and low) relate to the subject’s
curriculum and assessment objectives.

In this booklet candidate responses have been chosen to exemplify a range of answers. Each response is
accompanied by a brief commentary explaining the strengths and weaknesses of the answers.

For each question, response is annotated with clear explanation of where and why marks were awarded or
omitted. This, in turn, followed by examiner comments on how the answer could have been improved. In this
way it is possible for you to understand what candidates have done to gain their marks and what they will
have to do to improve their marks. At the end there is a list of common mistakes candidates made in their
answers for each question.

This document provides illustrative examples of candidate work. These help teachers to assess the standard
required to achieve marks, beyond the guidance of the mark scheme. Some question types where the
answer is clear from the mark scheme, such as short answers and multiple choice, have therefore been
omitted.

The questions, mark schemes and pre-release material used here are available from the School Support
Hub. These files are:

Question Paper 31, June 2016

Question paper 0620_s16_qp_31.pdf
Mark scheme 0620_s16_ms_31.pdf

Question Paper 42, March 2016

Question paper 0620_m16_qp_42.pdf
Mark scheme 0620_m16_ms_42.pdf

Question Paper 61, June 2016

Question paper 0620_s16_qp_61.pdf
Mark scheme 0620_s16_ms_61.pdf

Other past papers, Examiner Reports and other teacher support materials are available on the School
Support Hub at www.cambridgeinternational.org/support

4 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

How to use this booklet

Examiner
annotations: Each
response is annotated
with clear explanation
of where and why
marks were awarded or
omitted. In this way it is
possible for you to
understand what
candidates have done
to gain their marks.

Answers by real candidates in exam

conditions. These show you the types of
answers for each level.

Discuss and analyse the answers with

your learners in the classroom to
improve their skills.

Examiner comments This explains how the candidate

could have improved the answer. This helps you to
interpret the standard of Cambridge exams and helps
your learners to refine exam technique.

Common mistakes a list of common mistakes

candidates made in their answers for each question.

Cambridge IGCSE Physics (0625) 5

Example Candidate Responses: Paper 4

Assessment at a glance
All candidates take must enter for three papers.

Core candidates take: Extended candidates take:

Paper 1 45 minutes Paper 2 45 minutes

Multiple Choice 30% Multiple Choice 30%

40 marks 40 marks

40 four-choice multiple-choice questions 40 four-choice multiple-choice questions

Questions will be based on the Core subject Questions will be based on the Extended
content subject content (Core and Supplement)

Assessing grades C–G Assessing grades A*–G

Externally assessed Externally assessed

and: and:

Paper 3 1 hour 15 minutes Paper 4 1 hour 15 minutes

Theory 50% Theory 50%

80 marks 80 marks

Short-answer and structured questions Short-answer and structured questions

Questions will be based on the Core subject Questions will be based on the Extended
content subject content (Core and Supplement)

Assessing grades C–G Assessing grades A*–G

Externally assessed Externally assessed

All candidates take

either: or:

Paper 5 1 hour 15 minutes Paper 6 1 hour

Practical Test 20% Alternative to Practical 20%

40 marks 40 marks

Questions will be based on the experimental Questions will be based on the experimental
skills in Section 4 skills in Section 4

Assessing grades A*–G Assessing grades A*–G

Externally assessed Externally assessed

Teachers are reminded that the latest syllabus is available on our public website at
www.cambridgeinternational.org and the School Support Hub at www.cambridgeinternational.org/support

6 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Paper 4 – Theory (Extended)

Question 1

Example Candidate Response – high Examiner comments

1 The graph was read correctly

and the correct speed stated.

2 The continuity of the initial

1 speed was wrongly attributed to the
hydraulic system of the car rather
than to the reaction time of the
driver.
2
Mark awarded for (a) = 1 out of 2

3 The formula was stated and the

deceleration correctly calculated.

3 4 The distance required was

recognised as being given by the
area under the graph. The formula
for the area of a trapezium was
quoted, correct substitutions were
made and the answer calculated
correctly.
4
Mark awarded for (b) = 5 out of 5

5 The danger to the driver (hitting

the windscreen) was described, but
the suggestion that this was due to
the driver being thrust forward,
5 rather than continuing at the pre-
braking speed of the car, was
wrong.

Mark awarded for (c) = 1 out of 2

Total mark awarded = 7 out of 9

Cambridge IGCSE Physics (0625) 7

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (ii) Reference should have been made to the reaction time of the driver rather than to a mechanical
feature of the braking system.

(c) An explanation in terms of the driver continuing to move forwards with the previous speed of the car was
needed to gain full credit.

8 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The graph was read correctly

and the correct speed was stated.

1 2 The answer given, suggesting

that the car travelled for more than
0.9 s and stopped accelerating,
bore no relation to the required
response.
2
Mark awarded for (a) = 1 out of 2

3 The formula was stated and the

deceleration correctly calculated.

3 4 The distance required was

recognised as being given by the
area under the graph. However, the
substitution of 1 rather than 0.9 in
the trapezium formula resulted in
the wrong numerical answer.

Mark awarded for (b) = 3 out of 5

4
5 The danger to the driver (hitting
the windscreen) was described
correctly. The explanation, that the
driver’s body would lean forward,
5 was vague and unacceptable.

Mark awarded for (c) = 1 out of 2

Total mark awarded = 5 out of 9

How the candidate could have improved the answer

(a) (ii) The driver’s time to react should have been referred to.

(b) (ii) Correct numbers needed to be substituted into the correct formula that the candidate wrote down.

(c) The cause of the danger to the driver was also required.

Cambridge IGCSE Physics (0625) 9

Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 The graph was read correctly

and the correct speed stated.

2 The statement that the car

1
travels at constant speed,
suggested failure to grasp the
requirements of the question.
2
Mark awarded for (a) = 1 out of 2

3 The formula quoted for

calculating the deceleration was
rewarded. The subsequent
substitution into the formula was
wrong.
3
4 The candidate’s work involved
the calculation of the area of two
rectangles rather than a rectangle
and a triangle. This produced a
wrong numerical answer. With no
statement that the area under the
graph was needed, no
4 compensation marks were possible.

Mark awarded for (b) = 1 out of 5

5 The danger to the driver was

described correctly. The
explanation failed to make any
reference to the driver continuing to
5 move forward with the speed of the
car.

Mark awarded for (c) = 1 out of 2

Total mark awarded = 3 out of 9

10 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (ii) A reason for the delay in applying the brakes was needed.

(b) (i) Correct numbers needed to be substituted into the formula that the candidate wrote down.

(b) (ii) Numbers obtained from the graph were written down, but it needed to be clear from these that the
area under the graph was being deduced.

(c) The cause of the danger to the driver was also required.

Common mistakes candidates made in this question

(a) (i) Failure to recognise the significance of the reaction time the driver was a common feature.

(b) (i) Many candidates failed to quote an acceptable formula. Others succeeded in this aspect, but then
substituted wrong data from the graph.

(b) (ii) The relevance of finding the area under the graph was usually known, but incorrect substitutions or
wrong arithmetic frequency followed.

(c) Having correctly describing the danger to the driver, many answers suggested that the driver experienced
a force from the seat causing forward motion, rather than continuing to move forwards with previous speed
of the car.

Cambridge IGCSE Physics (0625) 11

Example Candidate Responses: Paper 4

Question 2

Example Candidate Response – high Examiner comments

1 The formula for momentum

change was correctly stated, as
were the numbers substituted and
the ensuing calculation.

Mark awarded for (a) = 2 out of 2

1
2 The candidate correctly stated
the impulse.

Mark awarded for (b) = 1 out of 1

2 3 The formula written as force =

change in momentum / time was
correctly stated as were the
numbers substituted ensuring the
correct response.
3 Mark awarded for (c) = 2 out of 2

Total mark awarded = 5 out of 5

How the candidate could have improved the answer

Candidate was awarded full marks.

12 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The formula for momentum

change was correctly stated, as
were the numbers substituted and
the ensuing calculation.

Mark awarded for (a) = 2 out of 2

2 The candidate correctly stated

1 the impulse as being equal to the
momentum change in (a), albeit
with the alternative acceptable unit.

2 Mark awarded for (b) = 1 out of 1

3 In this calculation, the formula

2mv/t was used rather than the
correct mv/t.
3 Mark awarded for (c) = 0 out of 2

Total mark awarded = 3 out of 5

How the candidate could have improved the answer

(c) The formula mv/t, written as symbols or words, should have been used. The candidate used 2 x mass x
speed / time. (Use of the word ‘speed’ rather than the correct word ‘velocity’ was condoned in this answer.)

Cambridge IGCSE Physics (0625) 13

Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 The correct numerical value

was calculated using the
acceptable formula mass x velocity.
Omission of the unit resulted in a 1
mark penalty.
1
Mark awarded for (a) = 1 out of 2

2 For no apparent reason, the

2 impulse was stated as 0.0018 s.

Mark awarded for (b) = 0 out of 1

3 The formula written as force =

mass x acceleration was rewarded.
3 No substitutions into this formula
followed.

Mark awarded for (c) = 1 out of 2

Total mark awarded = 2 out of 5

How the candidate could have improved the answer

(a) For both marks the candidate was required to write the correct unit with the numerical value that was
calculated.

(b) The requirement was to recall that impulse = change of momentum and thus to repeat the answer to (a).

(c) The answer began correctly with F = mass x acceleration. No further work was shown. Data from the
question should then have been used to evaluate the acceleration.
Common mistakes candidates made in this question
(a) The common error was to quote a wrong unit, e.g. kg / ms instead of kg m/s, or to omit a unit.

(b) Errors were made by candidates who failed to recall that change of momentum, (the answer to (a)), is
equal to impulse.

(c) Failure to make progress after quoting F = ma or F = m(v – u)/t was a frequent mistake.

14 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 3

Example Candidate Response – high Examiner comments

1 The drawing showed a straight

line through the origin that became
a curve at its upper end. The end of
the straight line section was
labelled X with a further label Y on
the curve. With an appropriate key
for point X, e.g. limit of
1 proportionality, a mark would have
been possible.

2 The candidate wrote ‘strain

energy or elastic potential energy’.
2 Either of these alternatives is
acceptable.

Mark awarded for (a) = 1 out of 2

3 For a successful calculation,

candidates needed to assume that
all the energy stored in the spring
transfers to the train as kinetic
energy. The candidate made this
assumption and successfully
carried out the calculation of the
speed of the train.
3
Mark awarded for (b) = 4 out of 4

Total mark awarded = 5 out of 6

How the candidate could have improved the answer

(a) (i) The candidate’s graph should have terminated at point X. Alternatively, the point X could have been
identified as the limit of proportionality, inferring that Hooke’s was applicable up to this point.

Cambridge IGCSE Physics (0625) 15

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The straight-line graph drawn

through the origin fulfilled the
requirement for the mark.
1

2 ‘Static’ energy was not an

acceptable statement of the type of
energy stored in a spring.
2 Mark awarded for (a) = 1 out of 2

3 The 2 marks awarded were for

the use of 1/2mv2 and for equating
this to the energy stored in the
spring. An incorrect substitution of
the value of m meant that no further
marks could be allowed.

Mark awarded for (b) = 2 out of 4

3 Total mark awarded = 3 out of 6

How the candidate could have improved the answer

(a) (ii) The type of energy should have been identified as ‘strain’ or ‘elastic’ rather ‘static’.

(b) The correct formula was stated. The mass of the train should have been substituted for the mass in that
formula rather than the energy stored in the spring.

16 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 1 A curved graph drawn from the

origin was unacceptable.

2 The reference to elastic energy

gained the mark.
2 Mark awarded for (a) = 1 out of 2

3 1/2mv2 was seen and rewarded

with a mark. No correct work
followed.

3 Mark awarded for (b) = 1 out 4

Total mark awarded = 2 out of 6

How the candidate could have improved the answer

(a) (i) The graph required was a straight line starting at the origin, not a curve.

(b) The candidate wrote down the correct formula for kinetic energy, but failed to equate this with the given
quantity of energy stored in the spring.

Common mistakes candidates made in this question

(a) (i) Failure to draw a straight line starting at the origin.

(a) (ii) Wrong identification of the type of energy stored in a spring.

(b) After a correct statement of the formula for kinetic energy, failing to equate this to the given quantity of
energy stored in the spring, or, having done this correctly, making mistakes with the ensuing calculation.

Cambridge IGCSE Physics (0625) 17

Example Candidate Responses: Paper 4

Question 4

Example Candidate Response – High Examiner comments

1 The 3 correct boxes, coal,

hydroelectric and wind, were ticked.

1 Mark awarded for (a) = 2 out of 2

2 A correct explanation for the

use of copper tubes was given.
2 The explanation for the tubes being
painted black required a reference
to their good absorption of radiation
or infra-red, not simply ‘heat’ as
suggested by the candidate.

3 The thermal energy was

correctly calculated, correct
substitutions having been made
into the recalled formula.
3
4 Having written an acceptable
definition of efficiency, the
candidate calculated the energy
incident on the panel in the stated
time rather than the power.

4 Mark warded for (b) = 5 out of 7

Total mark awarded = 7 out of 9

How the candidate could have improved the answer
(b) (i) The second part required ‘tubes painted black because black is a good absorber of radiation’, not
simply ‘heat’.

(b) (iii) In order to calculate the power input, the thermal energy calculated in (b) (ii) needed to be divided by
5 before the subsequent calculation. The candidate’s answer was the energy input.

18 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The hydroelectric and wind

boxes only were ticked, the
candidate presumably not realising
that coal is derived from wood, for
which the growth requires sunlight.
1
Mark awarded for (a) = 1 out of 2

2 The candidate wrote that

copper conducts heat, as do all
metals, rather than that copper is a
good conductor of heat.
No explanation as to why the tubes
are painted black was offered.
2

3 The correct formula was used,

correct substitutions were made,
and the thermal energy correctly
calculated. This thermal energy
was then inexplicably multiplied by
the time of heating, resulting in the
3 loss of a mark.

4 Having made correct

substitution into an energy formula
(not written down), the energy
incident on the panel was
calculated, rather than the power.
4 Mark awarded for (b) = 3 out of 7

Total mark awarded = 4 out of 9

Cambridge IGCSE Physics (0625) 19

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) A tick was also required in the box for ‘coal’.

(b) (i) An explanation for the tubes being painted black was also required. None was offered.

(b) (ii) The candidate should not have multiplied the value of the energy that had been correctly calculated,
by the time of heating.

(b) (iii) In order to calculate the power input, the thermal energy calculated in (b) (ii) needed to be divided by
5 before the subsequent calculation. The candidate’s answer was the energy input.

20 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 It is possible that the candidate

had misread the question. The 2
boxes ticked were those not
associated with energy derived
from the Sun.

1 Mark awarded for (a) = 0 out of 2

2 A correct explanation for the

use of copper tubes was given.
As with many answers to this
2 question about the reason for using
tubes painted black, the candidate
referred to their good absorption of
heat, not thermal energy or infra-
red, as required.

3 The correct formula was used,

correct substitutions were made,
and the thermal energy correctly
calculated. This thermal energy
3
was then multiplied by the time of
heating, resulting in a mark
deduction.

4 A formula defining energy was

not written down. The use of data
did not suggest that a correct
formula had been recalled.
4
Mark awarded for (b) = 3 out of 7

Total mark awarded = 4 out of 9

Cambridge IGCSE Physics (0625) 21

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) The candidate left unticked the 3 boxes that should have been ticked, instead ticking the other 2 wrong
boxes. It is possible that the question had been misinterpreted.

(b) (i) The second part required ‘tubes painted black because black is a good absorber of radiation’, not
simply ‘heat’.

(b) (ii) The candidate should not have multiplied the value of the correctly calculated energy by the time of
heating.

(b) (iii) The formula relating efficiency to energy input and output, or power input and output, should have
been written down, which if correct would have gained a mark.

Common mistakes candidates made in this question

(a) Possible misreading of the question may have led to some of the wrong responses. In general,
awareness that the Sun is not the origin of nuclear and geothermal energy is not a well-known idea.

(b) (i) Many answers referred to the good absorption of heat radiation by a black-painted surface rather than
the correct good absorption of radiation.

(b) (ii) It was not uncommon for answers to show a correct value for the thermal energy gained subsequently
multiplied by the time.

(b) (iii) Failure to write down a formula before attempting to use the numbers deprived many of a possible
mark. Many answers failed to address the power aspect, working entirely with energy instead.

22 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 5

Example Candidate Response – high Examiner comments

1 The statement that pressure

and volume are inversely
proportional to each other was
correct and probably based on
recall of Boyle’s law. However, the
explanation that this is simply
because as the volume decreases
the pressure increases is
insufficient to explain the inverse
relationship.

1 2 The temperature was correctly

identified as being the quantity that
stays constant, this being a
2 conditional factor in the statement
of Boyle’s law.

Mark awarded for (a) = 2 out of 3

3 The formula P = hρg was stated

was used to obtain the correct
pressure.
3

4 The boxes for ‘volume

increases’ and ‘mass stays the
same’ were ticked as required.
Correctly using the recall of density
= mass/volume would have directed
4 the candidate to tick ‘density
decreases’ rather than increases.

Mark awarded for (b) = 3 out of 4

Total mark awarded = 5 out of 7

How the candidate could have improved the answer

(a) (i) A complete answer required a reference as to how the data confirmed the relationship between the
pressure and volume. The answer only stated the relationship.

(b) (ii) The answer should have shown that the density of the gas decreases.

Cambridge IGCSE Physics (0625) 23

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The correct statement that

pressure and volume are inversely
proportional to each other was
probably based on recall of an
aspect of Boyle’s law. The
explanation that this is because as
the volume decreases the pressure
increases is insufficient to explain
this relationship.
1 2 ‘Energy’ was chosen as being
the quantity that stays constant
rather than the correct
‘temperature’. It appears that the
candidate’s recall of Boyle’s law
2
was incomplete.

Mark awarded for (a) = 1 out of 3

3 The formula P = hρg was stated

was used to obtain the correct
pressure.
3

4 To have ticked the boxes

volume increases (correct), mass
decreases (wrong) and density
decreases (correct), suggests that
the candidate did not consider the
validity of the formula density =
mass/volume in the approach to
4
these responses.

Mark awarded for (b) = 3 out of 4

Total mark awarded = 4 out of 7

How the candidate could have improved the answer

(a) (i) A complete answer required a reference as to how the data confirmed the relationship between the
pressure and volume. The answer only stated the relationship.

(a) (ii) Temperature should have been stated as the property of the gas that remained constant, not energy.

(b) (ii) The answer should have shown that the mass of the gas stays the same.

24 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 The relationship between

pressure and volume was correctly
stated. From the explanation given
it is apparent that there is a general
belief that an inversely proportional
relationship is confirmed if one
quantity increases and the other
one decreases.
1 2 To answer this correctly, there
needs to be a thorough knowledge
of a complete statement of Boyle’s
law and the relationship between
2 density, mass and volume. The
statement that density stays
constant suggests a lack of this
knowledge.

Mark awarded for (a) = 1 out of 3

3 3 The depth of the lake and

density of the water were multiplied
together. No recall of P = hρg was
apparent.

4 The candidate ticked the boxes

for volume stays the same and
4 mass decreases, both wrong.
Although density = mass/volume
had been written down, the box for
density decreases was ticked
correctly, although it did not follow
from the previous wrong ticks,
gaining a mark.

Mark awarded for (b) = 1 out of 4

Total mark awarded = 2 out of 7

Cambridge IGCSE Physics (0625) 25

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (i) A complete answer required a reference as to how the data confirmed the relationship between
pressure and volume. The answer only stated the relationship.

(a) (ii) Temperature should have been stated as the property of the gas that remained constant, not mass.

(b) (i) Candidates should always state a relevant formula, which if correct, gains a mark. In this case no
formula was stated and the use of numbers in the calculation was totally incorrect.

(b) (ii) The answer should have shown that the volume of the gas increases and the mass of the gas stays
the same.

Common mistakes candidates made in this question

(a) (i) The requirement to use the data in the table was infrequently complied with. Candidates could either
state that the products of P and V were all about 7500 or show that if pressure doubles the volume halves, or
vice versa.

(a) (ii) Many instances of candidates stating the wrong property as constant were seen.

(b) (i) Most mistakes that were made were due to failure to recall the required formula.

(b) (ii) One, or less frequently two, wrongly placed ticks were in seen in a significant number of answers. It
was particularly disappointing to see a response suggesting that the mass of the bubble changes.

26 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 6

Example Candidate Response – high Examiner comments

1 The candidate is clearly aware

of the required definitions.
1. The amplitude was correctly
labelled.
1 2. The wavelength was correctly
labelled.

2 There is evidence of some

confusion in the answers here.
Neither mark could be awarded.
1. The amplitude and wavelength
were both described as increasing.
The former only was correct.
2. The amplitude and wavelength
were both described as decreasing.
The latter only was correct.
2
Mark awarded for (a) = 2 out of 4

3 Substitutions were made into

the correct formula. With correct
manipulation of the numbers, the
depth of water was accurately
calculated.
3
Mark awarded for (b) = 3 out of 3

Total mark awarded = 5 out of 7

How the candidate could have improved the answer

(a) (ii) The candidate needed to have learnt thoroughly the links between amplitude and loudness, and
between pitch, frequency and wavelength.

Cambridge IGCSE Physics (0625) 27

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The candidate’s recall of the

definition of amplitude was
unsound.
1. The labelling of the amplitude
1 was incorrect.
2. The labelling of the wavelength
was correct.

2 The candidate was aware of the

connection between loudness and
amplitude. The knowledge of
relationship between pitch and
wavelength is less certain.
1. The amplitude was correctly
described as larger. The
wavelength was incorrectly
described as shorter.
2. The amplitude was correctly
described as the same. The
wavelength was correctly described
as shorter.
2 Mark awarded for (a) = 2 out of 4

3 The formula was stated

correctly. 54 milliseconds was not
converted to seconds before
substitution, so there was a power
of 10 error in the depth, resulting in
a 1 mark penalty.
3
Mark awarded for (b) = 2 out of 3

Total mark awarded = 4 out of 7

How the candidate could have improved the answer

(a) (i) The candidate needed to have learnt and recalled the definition of amplitude as the maximum
displacement.

(a) (ii) Recall of the link between amplitude and loudness was shown, but a mistake was made in recalling
the link between pitch and wavelength.

(b) More care in reading the question may have avoided the mistake of using 54 s in the calculation instead
of 54 ms.

28 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 The candidate showed no

appreciation of the definition of
amplitude.
1. The labelling of the amplitude
was incorrect.
2. The labelling of the wavelength
was correct.
1
2 Knowledge of the relationships
between loudness and amplitude,
and between wavelength and pitch
was not in evidence.
1. The amplitude was incorrectly
described as staying the same. The
wavelength was incorrectly
described as increased.
2. The amplitude was incorrectly
described as decreased. The
wavelength was incorrectly
described as increased.

Mark awarded for (a) = 2 out of 4

2
3 The mark awarded was for
stating speed s = d/t.
The conversion of 54 milliseconds
to seconds was made by dividing
54 by 60. Inevitably the calculation
of the depth was wrong.

Mark awarded for (b) = 1 out of 3

3 Total mark awarded = 4 out of 7

Cambridge IGCSE Physics (0625) 29

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (i) The candidate needed to have learnt and recalled the definition of amplitude as the maximum
displacement.

(a) (ii) The relationships between loudness and amplitude, and between pitch, frequency and wavelength
need to have been learnt thoroughly.

6 (b) The method of conversion of milliseconds to seconds must be learnt. The formula relating the time for
an echo to return to a source of sound, the speed of the sound, and the distance from a reflecting surface
needed to be recalled.

Common mistakes candidates made in this question

(a) (i) Mistakes due to lack of or poor recall of the definitions of amplitude, and less frequently, wavelength.

(a) (ii) Mistakes due to lack of knowledge of the relationships between loudness and amplitude, and between
pitch, frequency and wavelength.

(b) Failure to the conversion of milliseconds to seconds. Using v = d/t without noting the fact that d is twice
the distance from the source of sound to the reflecting surface.

30 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 7

Example Candidate Response – high Examiner comments

1 Reference to a glass prism is

accepted as a more dense medium,
so the detail given was correct.

2 The candidate needed to say

1 that the angle of incidence, not just
the angle, at which the refracted ray
is perpendicular to the normal.

2 Mark awarded for (a) = 1 out of 2

3 The ray diagram fails to show

the refraction of the ray away from
the normal at the lower face of the
3 prism.

4 The formula stated the

substitutions and the calculation are
4 correct.

5 The formula stated the

substitutions and the calculation are
correct.
5
Mark awarded for (b) = 5 out of 6

Total mark awarded = 6 out of 8

How the candidate could have improved the answer

(a) (ii) The angle referred to must be the angle of incidence.

(b) (iii) The ray emerging from the lower face needed to be shown bending away from the normal.

Cambridge IGCSE Physics (0625) 31

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The answer omits the point that

the angle of incidence is in a more
1 dense medium or e.g. glass.

2 The critical angle is an angle of

incidence and this aspect is not
2 addressed in the answer.

Mark awarded for (a) = 0 out of 2

3 The only possible credit is for

3 showing that the ray undergoes no
change of direction at the vertical
face of the prism. The ray is shown
as passing out of the prism at the
sloping face, not undergoing total
internal reflection.

4 4 The formula is not stated, but

the data is used to calculate the
correct value of the refractive index.

5 As in (i), no formula is stated,

5 but a correct calculation is carried
out.

Mark awarded for (b) = 4 out of 6

Total mark awarded = 4 out of 8

How the candidate could have improved the answer

(a) (i) The response needed to refer to reflection in a more dense material and state that there is no refracted
ray.

(a) (ii) The response needed to state that the critical angle is an angle of incidence and also that it is the
angle for which the refracted ray travels along the boundary, or the angle above which total internal reflection
occurs.

(b) (iii) The completed diagram needed to show total internal reflection at the sloping face of the prism
followed by bending away from the normal.at the lower face.

32 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 The meaning of total internal

reflection is satisfactorily explained.

1
2 In common with many answers
to this question, there is no
reference to the critical angle being
an angle of incidence.
2
Mark rewarded for (a) = 1 out of 2

3 The ray was correctly shown as

passing through the first face
undeflected. Total internal reflection
at the sloping face was shown but
would only have been correct for a
3 45°, 90°, 45° prism.

4 The formula stated is not

relevant to the data provided. The
answer stated as 3/2, that should
have been written as 1.5, does not
follow from the preceding work and
4 could simply be a recall of the value
of the refractive index of glass.

5 No attempt at calculating the

critical angle was made.
5

Mark awarded for (b) = 0 out of 6

Total mark awarded = 2 out of 8

Cambridge IGCSE Physics (0625) 33

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (ii) The response needed to state that the critical angle is an angle of incidence and also that it is the
angle for which the refracted ray travels along the boundary’ or the angle above which total internal reflection
occurs.

(b) (i) The formula needed was the one relating the refractive index of the glass to the speeds of light in air
and in glass, with substitutions into this formula. The numerical answer needed to follow from this working.

(b) (ii) No response was offered.

(b) (iii) The completed diagram was required to show total internal reflection with reasonable accuracy
occurring at the sloping face of the prism. This accuracy was not achieved in the answer. The ray needed to
be shown bending away from the normal.at the lower face.

Common mistakes candidates made in this question

(a) (i) Failure to refer to the reflection taking place in a more dense material.

(a) (ii) Failure to state that the critical angle is an angle of incidence.

(b) (i) In the context of the data given in the question, use of the wrong formula for refractive index.

(b) (ii) Lack of recall of the relevant formula relating the critical angle to the refractive index of the denser
material.

(b) (iii) Insufficient accuracy in drawing the totally reflected ray at the sloping face of the prism. Not showing
the ray refracting away from the normal at the lower face of the prism.

34 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 8

Example Candidate Response – high Examiner comments

1 With the correct formula and

substitution, the correct current was
calculated.

1
2 After an inconclusive attempt at
a calculation, the candidate wrote
down the rating of the fuse as the
total current. The current in a single
lamp had to be multiplied by 3.
2
3 The fuse rating was correctly
divided by the value calculated in
(a) (i).

Mark awarded for (a) = 4 out of 5

3
4 The candidate had recalled
correctly that a thinner wire has a
larger resistance.
4
5 The statement that the power
would be reduced was rewarded.
The explanation was incomplete. It
was correct to write that the current
would be reduced, but a reference
5 to P = IV with V having a constant
value also had to be made.

Mark awarded for (b) = 2 out of 3

Total mark awarded = 6 out of 8

How the candidate could have improved the answer

(a) (ii) The answer to (i) needed to be multiplied by 3.

(b) (ii) The answer required a reference to a relevant formula; either P = IV or P = V2/R.

Cambridge IGCSE Physics (0625) 35

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 Using the correct formula and

substitution, the candidate
calculated the correct current.

1
2 The answer suggested that the
candidate had no idea as to how to
cope with issues concerning lamps,
and by implication, resistors, in
parallel. For no apparent reason,
2 the formula P = IV was quoted and
spurious substitutions made.

3 A numerical answer of no
relevance was written in the answer
space.
3
Mark awarded for (a) = 2 out of 5

4 The candidate had recalled

4 correctly that a thinner wire has a
larger resistance.

5 The formula P = V2/R was

quoted and power stated as being
inversely proportional to resistance.
5 Together, these aspects allowed a
mark. There was no follow-up to
complete an explanation.

Mark awarded for (b) = 2 out of 3

Total mark awarded = 4 out of 8

How the candidate could have improved the answer

(a) (ii) The answer to (i) needed to be multiplied by 3.

(a) (iii) The fuse value of 2 A should have been divided by the answer to (a) (i).

(b) (ii) A relevant formula was written down, but the candidate’s use of the formula needed to be applicable
to the particular details of the question.

36 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 The stated formula was correct

1 and gained a mark. Wrong
substitutions followed.

2 No working was shown, just a

2 wrong numerical answer with no
unit.

3 Again there was no working. A

wrong numerical answer was
3 written in the answer space, but
was crossed out.

Mark awarded for (a) = 1 out of 5

4
4 The candidate had recalled
correctly that a thinner wire has a
larger resistance.
5
5 The statement that power
decreases with an increase in
resistance was rewarded, but there
was no subsequent explanation.

Mark awarded for (b) = 2 out of 3

Total mark awarded = 3 out of 8

Cambridge IGCSE Physics (0625) 37

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (i) Correct substitutions were made into the correct formula but the arithmetic that followed should have
calculated 40/220 rather than 220/40.

(a) (ii) The answer to (i) needed to be multiplied by 3.

(a) (iii) The fuse value of 2 A should have been divided by the answer to (a)(i).

(b) (ii) The answer required a reference to a relevant formula; either P = IV or P = V2/R.

Common mistakes candidates made in this question

(a) (i) Wrong use of the data, sometimes after correct substitution into a relevant formula.

(a) (ii) A wrong arithmetic approach, usually arising from the fact that some candidates do not appreciate
that in the parallel circuit, the total current is the sum of the currents in the individual lamps.

(a) (iii) Using a recalled formula unnecessarily. This mistake arises from the point made in (a)(ii) above.
(b) (i) Failure to recall the relationship between the resistance of a wire and the area of cross-section of the
wire.

(b) (ii) After stating correctly that the current in the lamp decreases, not following this with a deduction based
upon using P = IV or P = V2/R.

38 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 9

Example Candidate Response – high Examiner comments

1 1 The candidate could not recall

what is meant by the direction of an
electric field.

2 The field lines and the direction

of the field limes were accurately
2 drawn.

Mark awarded for (a) = 3 out of 4

3 The statement that the force

due to gravity acting on the oil drop
and the force created by the electric
3
field was acceptable

4 The candidate correctly stated

that the mass of the oil drop
4 decreases due to evaporation, but
made no suggestion about the
consequent movement of the drop.

Mark awarded for (b) = 3 out of 4

Total mark awarded = 6 out of 8

How the candidate could have improved the answer

(a) (i) By stating that the direction of the of the field is the direction of the force acting on a positive charge.

(b) (ii) As well as stating that the mass of the drop decreases, the answer needed to include the point that
the drop moves upwards.

Cambridge IGCSE Physics (0625) 39

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The direction of an electric field,

1
stated as the direction of the flow of
current from positive to negative
terminals, was wrong.

2 The field lines and the direction

2 of the field arrows were accurately
drawn.

Mark awarded for (a) = 3 out of 4

3 The suggestion that the oil drop

was not affected by forces due to
the plates was entirely wrong.
3

4 Exceptionally for this question,

the candidate’s statement that the
oil drop moves towards the
4 positively charged plate was
rewarded. Unfortunately, no
explanation was offered.

Mark awarded for (b) = 1 out of 4

Total mark awarded = 4 out of 8

How the candidate could have improved the answer

(a) (i) By stating that the direction of the of the field is the direction of the force acting on a positive charge.

(b) (i) By stating that the upward force on the drop due to the electric field (1 mark) equals the weight of the
drop or the downward force on the drop.(1 mark)

(b) (ii) The answer needed to include the point that the mass or weight of the drop decreases.

40 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 1 ‘From negative to positive’, for

the suggested meaning of the
direction of the electric field, was
wrong.

2 The field lines between the

plates were accurately drawn as
parallel and equally spaces. The
arrows indicating the direction of
the field pointed upwards rather
than downwards.
2

Mark awarded for (a) = 2 out of 4

3 No marks could be awarded for

the statement that both plates are
negatively charged.

4 The candidate stated correctly

3 that the size of the drop reduces as
a result of evaporation. However, a
reduction in the mass of the drop is
the issue in the context of this
question. No explanation followed.
4
Mark awarded for (b) = 0 out of 4

Total mark awarded = 2 out of 8

Cambridge IGCSE Physics (0625) 41

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (i) By stating that the direction of the of the field is the direction of the force acting on a positive charge.

(a) (ii) The field direction arrows needed to be point in in the downward direction.

(b) (i) The candidate needed to have noted that the question specified that the plates are oppositely
charged.

(b) (ii) By stating that the mass or weight of the drop, not the size, decreases, and that the drop moves
upwards.
Common mistakes candidates made in this question
(a) (i) Failure to recall the syllabus statement defining the direction of an electric field.

(a) (ii) Uneven spacing of field lines. Direction arrows on field line pointing in the wrong direction.

(b) (i) Making vague statements about the forces acting on the drop rather than referring to the equilibrium of
the forces, i.e. the upward force on the drop due to the electric field is equal to the downward force on the
drop or the weight of the drop.

(b) (ii) Not stating that the mass or weight of the drop decreases (due to evaporation), and that the drop
moves upwards.

42 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 10

Example Candidate Response – high Examiner comments

1 1 The particle numbers stated

were all correct.

2 The symbol for the xenon

2 nucleus was correct.

Mark awarded for (a) = 4 out of 4

3 3 Points were plotted at 3 out of 4

correct times, allowing a mark.
The background count rate was not
subtracted from the count rates
listed, so there was no further
credit.

Mark awarded for (b) = 1 out of 3

Total mark awarded = 5 out of 7

How the candidate could have improved the answer

(b) The points were plotted at suitable times, but the count rates plotted did not take account of the
background count rate.

Cambridge IGCSE Physics (0625) 43

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The particle numbers stated

were all correct.
1
2 The subscript number, for the
number of protons in the xenon
2 nucleus, was wrong.

Mark awarded for (a) = 3 out of 4

3 Points were plotted at 3 out of 4

correct times, allowing a mark.
3 The background count rate was not
subtracted from the initial count
rates listed, so the plotting of the
points was wrong, as was the
graph.

Mark awarded for (b) = 1 out of 3

Total mark awarded = 4 out of 7

How the candidate could have improved the answer

(a) (ii) By writing the subscript number as 54, i.e. the proton number increases by one for a β-decay.

(b) The points were plotted at suitable times, but the count rates plotted did not take account of the
background count rate.

44 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 The electron number given in

the answer was wrong. Candidates
1 usually know that the proton
number and the electron number
are the same, but not in this case.
2
2 The subscript number, for the
number of protons in the xenon
nucleus, was wrong.

Mark awarded for (a) = 2 out of 4

3
3 The candidate clearly had no
idea how to handle the given data.
Points were plotted at times not
suggested by the data, and such
that the graph through these points
lay in the straight line that was
drawn.

Mark awarded for (b) = 0 out of 3

Total mark awarded = 2 out of 7

Cambridge IGCSE Physics (0625) 45

Example Candidate Responses: Paper 4

How the candidate could have improved the answer

(a) (i) The candidate should have recalled that for a neutral atom, the electron number is the same as the
proton number.

(a) (ii) By writing the subscript number as 54, i.e. the proton number increases by one for a β-decay.

(b) First, by subtracting the background count rate from the initial count rate. Then dividing this corrected
initial count rate successively by 2. Finally, plotting these values at 50 s intervals and drawing a curve
through these points.
Common mistakes candidates made in this question
(a) (i) No particularly common mistakes, but those made tended to be random ones, mostly in either the
neutron number or the electron number.

(a) (ii) Of the mistakes made, most were in the subscript, the number of protons. Fewer were in the
superscript, the nucleon number.

(b) The most frequent mistake was in failing to subtract the background count rate. Some of the responses in
which this aspect was correct, were followed by curves not sufficiently smooth or straight lines joining
successive points.

46 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Question 11

Example Candidate Response – high Examiner comments

1 The logic gate was correctly

identified from its symbol or its truth
table, or both of these.

2 The table for the unidentified

logic gate was successfully
completed.

Mark awarded for (a) = 3 out of 3

2

3 There was an error in the entry

in the C column of the table.
3
Mark awarded for (b) = 2 out of 3

Total mark awarded = 5 out of 6

How the candidate could have improved the answer

(c) The entry in the C column should be zero.

Cambridge IGCSE Physics (0625) 47

Example Candidate Responses: Paper 4

Example Candidate Response – middle Examiner comments

1 The logic gate was correctly

1 identified as an AND gate.

2 The candidate either failed to

recognise that the given gate as a
NOR gate or could not recall the
output of a NOR gate.

2 Mark awarded for (a) = 1 out of 3

3 There was an error in the entry

in the C column of the table, the
candidate having entered 1 rather
than 0.

3 Mark awarded for (b) = 2 out of 3

Total mark awarded = 3 out of 6

How the candidate could have improved the answer

(b) The output column numbers should be for a NOR gate, not an OR gate.

(c) The entry in the C column should be zero.

48 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 4

Example Candidate Response – low Examiner comments

1 1 There was a correct

identification as the gate as an AND
gate

2 Two of the entries in the output

2 column were wrong.

Mark awarded for (a) = 1 out of 3

3 The entries in the A and B

columns only were correct.
The candidate clearly has poor
recall of the symbols and properties
3
of logic gates.

Mark awarded for (b) = 1 out of 3

Total mark awarded = 2 out of 6

How the candidate could have improved the answer

(b) The output column numbers should be for a NOR gate, not a NAND gate.

(c) The numbers in the C, D and E columns should be 0,1 and 1 respectively.
Common mistakes candidates made in this question
(b) Failure to identify the given gate as a NOR gate.

(c) Mistakes were fairly uncommon, but those made were most frequently made in the C column.

Cambridge IGCSE Physics (0625) 49

Cambridge Assessment International Education
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Copyright © UCLES September 2017

Example Candidate Responses
Paper 6
Cambridge IGCSE®
Physics 0625
For examination from 2016

Version 2.0
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Contents

Introduction ........................................................................................................................................................ 4

Assessment at a glance..................................................................................................................................... 6

Paper 6 – Alternative to Practical ...................................................................................................................... 7

Question 1 ..................................................................................................................................................... 7
Question 2 ................................................................................................................................................... 13
Question 3 ................................................................................................................................................... 19
Question 4 ................................................................................................................................................... 26
Question 5 ................................................................................................................................................... 32
Example Candidate Responses: Paper 6

Introduction

The main aim of this booklet is to exemplify standards for those teaching IGCSE Physics (0625), and to
show how different levels of candidates’ performance (high, middle and low) relate to the subject’s
curriculum and assessment objectives.

In this booklet candidate responses have been chosen to exemplify a range of answers. Each response is
accompanied by a brief commentary explaining the strengths and weaknesses of the answers.

For each question, response is annotated with clear explanation of where and why marks were awarded or
omitted. This, in turn, followed by examiner comments on how the answer could have been improved. In this
way it is possible for you to understand what candidates have done to gain their marks and what they will
have to do to improve their marks. At the end there is a list of common mistakes candidates made in their
answers for each question.

This document provides illustrative examples of candidate work. These help teachers to assess the standard
required to achieve marks, beyond the guidance of the mark scheme. Some question types where the
answer is clear from the mark scheme, such as short answers and multiple choice, have therefore been
omitted.

The questions, mark schemes and pre-release material used here are available to download from the School
Support Hub. These files are:

Question Paper 3, June 2016

Question paper 0625_s16_qp_31.pdf
Mark scheme 0620_s16_ms_31.pdf

Question Paper 4, June 2016

Question paper 0620_s16_qp_41.pdf
Mark scheme 0620_s16_ms_41.pdf

Question Paper 5, November 2016

Question paper 0620_w16_qp_52.pdf
Mark scheme 0620_w16_ms_52.pdf

Question Paper 6, June 2016

Question paper 0620_s16_qp_62.pdf
Mark scheme 0620_s16_ms_62.pdf

Other past papers, Examiner Reports and other teacher support materials are available on the School
Support Hub at www.cambridgeinternational.org/support

4 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

How to use this booklet

Examiner
annotations: Each
response is annotated
with clear explanation
of where and why
marks were awarded or
omitted. In this way it is
possible for you to
understand what
candidates have done
Answers by real candidates in exam to gain their marks.
conditions. These show you the types of
answers for each level.

Discuss and analyse the answers with

your learners in the classroom to
improve their skills.

Examiner comments This explains how the

candidate could have improved the answer.
This helps you to interpret the standard of
Cambridge exams and helps your learners to
refine exam technique.

Common mistakes a list of common mistakes

candidates made in their answers for each
question.

Cambridge IGCSE Physics (0625) 5

Example Candidate Responses: Paper 6

Assessment at a glance

Teachers are reminded that the latest syllabus is available on our public website at
www.cambridgeinternational.org and the School Support Hub at www.cambridgeinternational.org/support

6 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Paper 6 – Alternative to Practical

Question 1

Example candidate response – high Examiner comments

1 The candidate measures and

records the length correctly.

1 Mark awarded for (a) =

1 out of 1

2 The values of extension have

been successfully calculated.
2
Mark awarded for (b) (i) =
1 out of 1

3 3 The suggested procedure

contradicts the description of the
experiment.

Mark awarded for (b) (ii) =

0 out of 1

Cambridge IGCSE Physics (0625) 7

Example Candidate Responses: Paper 6

Example candidate response – high, continued Examiner comments

4 The candidate draws a graph

with the axes the right way round
and correctly labels with a suitable
scale. The plotting is accurate but a
best-fit straight line has not been
drawn. A line joins each point to the
next.

Mark awarded for (c) = 3 out of 4

5 This is correct.

Mark awarded for (d) (i) =

5 1 out of 1

6 The method is clearly shown on

6 the graph and obtains a value for W
that is within the tolerance allowed
and gives the correct unit N.

Mark awarded for (d) (ii) =

2 out of 2

Total mark awarded =

8 out of 10

How the candidate could have improved the answer

The candidate needed to write a relevant precaution describing how to read the rule to obtain a reliable
reading.

The graph line should have been a best-fit straight line.

8 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – middle Examiner comments

1 The candidate measures and

1 records the length correctly.

Mark awarded for (a) =

1 out of 1

2 The values of extension have

2 been correctly calculated.

Mark awarded for (b) (i) =

1 out of 1

3 3 The candidate’s suggestion is

not a relevant precaution but a
vague statement about avoiding
carelessness.

Mark awarded for (b) (ii) =

0 out of 1

Cambridge IGCSE Physics (0625) 9

Example Candidate Responses: Paper 6

Example candidate response – middle, continued Examiner comments

4 The candidate draws a graph

with the axes the right way round
and correctly labels with a suitable
scale. The plotting is accurate but
the candidate does not draw a best-
fit straight line. The candidate
draws a line that joins each point to
the next.

Mark awarded for (c) =

3 out of 4

5 Extension has been calculated

correctly.

Mark awarded for (d) (i) =

1 out of 1
5

6 The candidate does not take a

reading of W at the point on the
graph where the extension
e = 17mm, but calculates the
gradient and then goes on to some
further calculations.
6

Mark awarded for (d) (ii) =

0 out of 2

Total mark awarded =

6 out of 10

How the candidate could have improved the answer

The candidate needed to write a relevant precaution describing how to read the rule to obtain a reliable
reading.

The graph line should have been a best-fit straight line.

The candidate needed to read the load from the graph at the point where the extension is 17 mm.

10 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – low Examiner comments

1 This is correct.

Mark awarded for (a) (i) =

1 out of 1

1 2 The candidate does not

calculate the extension for each
value of the load but calculates the
change in extension for each value
of load.

2 Mark awarded for (b) (i) =

0 out of 1

3 The candidate makes a

comment about ‘the spring law’
instead of writing a precaution.
3
Mark awarded for (b) (ii) =
0 out of 1

Cambridge IGCSE Physics (0625) 11

Example Candidate Responses: Paper 6

Example candidate response – low, continued Examiner comments

4 The candidate plots l/mm

against L/N instead of e/mm
against L/N as instructed in the
question. The axes are not labelled.
The first plot is missing and the line
is not a best-fit straight line.

Mark awarded for (c) =

0 out of 4

5 The extension is calculated

correctly.
4 Mark awarded for (d) (i) =
1 out of 1

6 In spite of plotting the wrong

graph, the candidate is able to use
the graph correctly to obtain a value
for W that is within the tolerance
allowed and gives the correct unit,
5 N.

Mark awarded for (d) (ii) =

2 out of 2
6
Total mark awarded =
4 out of 10

How the candidate could have improved the answer

The candidate should have understood what was meant by the extension of a spring to calculate the values
correctly.

A relevant precaution describing how to read the rule should have been used to obtain a reliable reading.

The candidate should have plotted extension on the y-axis of the graph and then plot all the points
accurately and draw a best-fit straight line.

Common mistakes candidates made in this question

• Writing a vague statement rather than a relevant precaution describing how to read the rule to obtain a
reliable reading.

• Making a poor judgement of the best-fit straight line on the graph.

12 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Question 2

Example candidate response – high Examiner comments

1 1 The candidate correctly marks

the distance x on Fig. 2.1.

Mark awarded for (a) = 1 out of 1

2 This is a good suggestion for

the change to Q.
2
Mark awarded for (b) = 1 out of 1

3 Exact balance has not been

addressed but the candidate writes
3 about precautions that are taken to
obtain accurate distance readings.

Mark awarded for (c) = 0 out of 1

Cambridge IGCSE Physics (0625) 13

Example Candidate Responses: Paper 6

Example candidate response – high, continued Examiner comments

4 Clear diagram has been drawn

which explains the procedure well.

Mark awarded for (d) =

2 out of 2
4

5 Balancing the rule on the pivot

has been written correctly. The
alternative method, added
unnecessarily, is too complex and
not very practical but has not been
5 penalised.

Mark awarded for (e) =

1 out of 1

Total mark awarded =

5 out of 6

How the candidate could have improved the answer

(c) The candidate should have used the experience gained during the course to describe what was done in
this type of experiment. For example moving Q slowly one way until the rule just tips, then moving Q the
other way until the rule tips back and taking the reading between these two positions of Q.

(e) Although the candidate was awarded the mark, it would have been better to have written only about
balancing the rule on the pivot and not to add a second, rather impractical method.

14 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – middle Examiner comments

1
1 The candidate shows the
distance to one edge of the cube,
not the centre.

Mark awarded for (a) = 0 out of 1

2 This is a vague answer.

2 Mark awarded for (b) = 0 out of 1

3 The answer suggests repeating

the experiment several times and
3 taking the average.

Mark awarded for (c) = 1 out of 1

Cambridge IGCSE Physics (0625) 15

Example Candidate Responses: Paper 6

Example candidate response – middle, continued Examiner comments

4 The candidate indicates a

correct method but the response is
too vague to gain both marks.

4 Mark awarded for (d) =

1 out of 2

5 This is correct.

Mark awarded for (e) =

5 1 out of 1

Total mark awarded =

3 out of 11

How the candidate could have improved the answer

(a) The distance x to the centre of the block should have been shown.

(b) The candidate should have suggested an appropriate shape (e.g. a cube).

(d) Writing should have been clearer that the block width must be measured.

16 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example Candidate Response – low Examiner comments

1 1 The candidate does not mark

the distance x clearly.

Mark awarded for (a) = 0 out of 1

2 This does not answer the

question.
2
Mark awarded for (b) = 0 out of 1

3 The candidate correctly

suggests repeating the experiment
several times and taking the
3 average.

Mark awarded for (c) = 1 out of 1

Cambridge IGCSE Physics (0625) 17

Example Candidate Responses: Paper 6

Example candidate response – low, continued Examiner comments

4 This does not answer the

4 question.

Mark awarded for (d) =

0 out of 2

5 This is correct.

5 Mark awarded for (e) =

1 out of 1

Total mark awarded =

2 out of 6

How the candidate could have improved the answer

(a) The candidate should have shown the distance x from the pivot to the centre of the block.

(b) An appropriate shape should have been suggested (e.g. a cube).

(c) The candidate needed to explain that the width of the cube must be measured and then the block
positioned so that half the width lays either side of the required position. A diagram makes it much easier for
the candidate to describe this.

Common mistakes candidates made in this question

Writing vague responses to parts (c) and (d). Candidates should realise that they are being asked to write
from their own experience of carrying out similar experiments during their course.

18 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Question 3

Example Candidate Response – high Examiner comments

1 1 The calculation is correct.

Mark awarded for (a) = 1 out of 1

Cambridge IGCSE Physics (0625) 19

Example Candidate Responses: Paper 6

Example Candidate Response – high, continued Examiner comments

2 2 The calculation is correct.

Mark awarded for (b) = 1 out of 1

3 The statement is correct and

the justification is clearly explained.

Mark awarded for (c) = 2 out of 2

3

4 The candidate suggests two

sensible precautions.

4 Mark awarded for (d) = 2 out of 2

5 The candidate does not give a

convincing reason, showing a lack
of familiarity with this type of
5 experiment.

Mark awarded for (e) = 0 out of 1

Total mark awarded =

6 out of 7

How the candidate could have improved the answer

(e) The candidate should have explained that the image could appear equally well focused over a range of
lens positions.

20 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – middle Examiner comments

1 1 The calculation is correct.

Mark awarded for (a) = 1 out of 1

Cambridge IGCSE Physics (0625) 21

Example Candidate Responses: Paper 6

Example candidate response – middle, continued Examiner comments

2 The calculation is correct.

Mark awarded for (b) = 1 out of 1

2

3 The candidate calculates

m1 × m2 correctly but does not state
that 0.97 is very close to 1 and
therefore the results support the
suggestion within the limits of
experimental accuracy.

Mark awarded for (c) = 0 out of 2

3

4 Two sensible precautions are

suggested.

4 Mark awarded for (d) = 2 out of 2

5 The candidate does not give a

convincing reason, showing a lack
of familiarity with this type of
experiment.
5
Mark awarded for (e) = 0 out 1

Total mark awarded =

4 out of 7

How the candidate could have improved the answer

(c) The candidate should have realised that the results support the suggestion within the limits of
experimental accuracy.

(e) The candidate needed to show familiarity with this type of experiment by explaining that the image can
appear equally well focused over a range of lens positions.

22 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example Candidate Response – low Examiner comments

1 1 The calculation is correct.

Mark awarded for (a) = 1 out of 1

Cambridge IGCSE Physics (0625) 23

Example Candidate Responses: Paper 6

Example candidate response – low, continued Examiner comments

2 The calculation is correct but

not given to 2 or 3 significant
figures.

2 Mark awarded for (b) = 0 out of 1

3 The candidate does not state or

explain that the results support the
suggestion, within the limits of
experimental accuracy.

Mark awarded for (c) = 0 out of 2

4 These are alternative answers

for one correct response.

Mark awarded for (d) = 1 out of 2

4
5 The candidate does not give a
convincing reason, showing a lack
of familiarity with this type of
experiment.
5
Mark awarded for (e) = 0 out of 1

Total mark awarded =

2 out of 7

24 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

How the candidate could have improved the answer

(b) The answer should have been given to 2 or 3 significant figures.

(c) The candidate should have realised that the results support the suggestion within the limits of
experimental accuracy.

(d) A second valid suggestion should have been made.

(e) Familiarity with this type of experiment should have been shown by explaining that the image can appear
equally well focused over a range of lens positions.

Common mistakes candidates made in this question

Failure to realise the significance of results being within the limits of experimental accuracy.

Writing vague responses to part (e). Candidates should realise that they are being asked to write from their
own experience of carrying out similar experiments during their course.

Cambridge IGCSE Physics (0625) 25

Example Candidate Responses: Paper 6

Question 4

Example candidate response – high Examiner comments

1 1 The candidate draws a good

circuit diagram including the correct
circuit symbols.

26 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – high, continued Examiner comments

2 2 The method includes taking

readings of current and potential
difference using at least five
different lengths.
The range of different lengths is
appropriate.

3
3 The candidate draws a suitable
table with headings for length,
current, potential difference and
resistance, each with the correct
unit.

Total mark awarded =

6 out of 7

How the candidate could have improved the answer

The candidate needed to state any key variables to control.

Cambridge IGCSE Physics (0625) 27

Example Candidate Responses: Paper 6

Example candidate response – middle Examiner comments

1 1 The candidate draws a

workable circuit diagram including
the correct circuit symbols.

28 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – middle, continued Examiner comments

2 2 The method does not include

taking readings of current and
potential difference using at least
five different lengths.

The candidate correctly suggests

that the cross-sectional area of the
wire is a variable that should be
kept constant.

Total mark awarded =

4 out of 7

How the candidate could have improved the answer

The candidate should have written a clear, brief method to include taking readings of current and voltage,
using five or more lengths of wire and suggesting a suitable range of different lengths. Also the candidate
should have drawn a table as specified in the question.

Cambridge IGCSE Physics (0625) 29

Example Candidate Responses: Paper 6

Example candidate response – low Examiner comments

1 The candidate draws an

1
incomplete circuit, but the circuit
symbols are correct.

30 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example Candidate Response – low, continued Examiner comments

2 2 The candidate mentions taking

readings of current and voltage but
there are no other important
aspects of the method given.

The candidate does not state any

key variables to control.

Total mark awarded =

2 out of 7

How the candidate could have improved the answer

The candidate should have drawn a complete circuit then written a clear brief method including taking
readings of current and voltage, using five or more lengths of wire and suggesting a suitable range of
different lengths. Also the candidate should have drawn a table as specified in the question.

Any key variables to control should have been mentioned.

Common mistakes candidates made in this question

Writing a vague method that did not address the task set in the question, drawing an incomplete table (e.g.
with units missing) and missing out the description of key variables to control.

Cambridge IGCSE Physics (0625) 31

Example Candidate Responses: Paper 6

Question 5

Example candidate response – high Examiner comments

1 The column headings are

1 correct.
2
2 The temperature reading is
correct.

Mark awarded for (a) (i) = 1 out of 1

Mark awarded for (a) (ii) =

1 out of 1

32 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – high, continued Examiner comments

3 The candidate has not ticked

the first box.

Mark awarded for (b) (i) = 0 out of 1

3

4 The answer given in part (i) is

incorrect so the justification is also
incorrect.
4
Mark awarded for (b) (ii) =
0 out of 1

5 Two appropriate conditions that

should be kept constant have been
suggested.
5
Mark awarded for (c) = 2 out of 2

6 The candidate makes a

sensible suggestion for the material
6 of the lid and gives a good reason
for the choice.

Mark awarded for (d) = 2 out of 2

Cambridge IGCSE Physics (0625) 33

Example Candidate Responses: Paper 6

Example candidate response – high, continued Examiner comments

7 7 The candidate draws a clear

and correct diagram giving all the
necessary information – measuring
to the bottom of the meniscus and
viewing the scale at right angles.

Mark awarded for (e) = 2 out of 2

Total mark awarded =

8 out of 10

How the candidate could have improved the answer

(b) The candidate needed to draw the correct conclusion from the results and then justify that conclusion.

34 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – middle Examiner comments

1 1 The column headings are

2 correct.

2 The temperature reading is

correct.

Mark awarded for (a) (i) =

1 out of 1

Mark awarded for (a) (ii) =

1 out of 1

Cambridge IGCSE Physics (0625) 35

Example Candidate Responses: Paper 6

Example candidate response – middle, continued Examiner comments

3 The first box should have been

ticked.

Mark awarded for (b) (i) =

3 0 out of 1

4 The answer given in part (i) is

incorrect so the justification is also
incorrect.
4
Mark awarded for (b)(ii) = 0 out of 1

5 The candidate suggests one

appropriate condition (the initial
temperature of the water) that
5 should be kept constant.

Mark awarded for (c) = 1 out of 2

6 The candidate makes a

sensible suggestion for the material
6 of the lid and gives a good reason
for the choice.

Mark awarded for (d) = 2 out of 2

36 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – middle, continued Examiner comments

7 7 The candidate does not show

in the diagram or description how
to obtain a reliable reading for the
volume.

Mark awarded for (e) = 0 out of 2

Total mark awarded =

5 out of 10

How the candidate could have improved the answer

(b) The correct conclusion should have been drawn from the results and then justified that conclusion.

(c) Second valid conclusion should have been stated.

(e) The candidate should have shown in the diagram or description how to obtain a reliable reading for the
volume.

Cambridge IGCSE Physics (0625) 37

Example Candidate Responses: Paper 6

Example candidate response – low Examiner comments

1 1 The time unit is correct but the

2 candidate writes cm as the unit for
temperature.

2 The temperature reading is

correct.

Mark awarded for (a) (i) = 0 out of 1

Mark awarded for (a) (ii) =

1 out of 1

38 Cambridge IGCSE Physics (0625)

 Example Candidate Responses: Paper 6

Example candidate response – low, continued Examiner comments

3 The candidate has not ticked

3 the correct box.

Mark awarded for (b) (i) = 0 out of 1

4 The answer given in part (i) is

incorrect so the justification is also
incorrect.
4
Mark awarded for (b) (ii) =
0 out of 1

5 The candidate suggests one

appropriate condition (room
temperature) that should be kept
5 constant.

Mark awarded for (c) = 1 out of 2

6 The candidate does not suggest

a suitable material in the context of
6 the experiment in a school
laboratory.

Mark awarded for (d) = 1 out of 2

Cambridge IGCSE Physics (0625) 39

Example Candidate Responses: Paper 6

Example candidate response – low, continued Examiner comments

7 The candidate does not show in

the diagram or description how to
obtain a reliable reading for the
7 volume.

Mark awarded for (e) = 0 out of 2

Total mark awarded =

3 out of 10

How the candidate could have improved the answer

(a) The unit of temperature ºC was required.

(b) The candidate should have arrived at the correct conclusion from the results and then justify that
conclusion.

(c) Second valid condition was not stated.

(d) The candidate should have suggested a suitable material and reason, in the context of a school
laboratory.

(e) The candidate needed to show in the diagram or description how to obtain a reliable reading for the
volume.

Common mistakes candidates made in this question

• Drawing the wrong conclusion in part (b).

• Writing a vague answer for one of the conditions that should be kept the same.

40 Cambridge IGCSE Physics (0625)

Cambridge Assessment International Education
1 Hills Road, Cambridge, CB1 2EU, United Kingdom
t: +44 1223 553554 f: +44 1223 553558
e: [email protected] www.cambridgeinternational.org

Copyright © UCLES September 2017

 Cambridge IGCSE™
* 0 4 2 6 2 2 6 2 5 4 *

PHYSICS 0625/32
Paper 3 Theory (Core) May/June 2022

1 hour 15 minutes

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.
● Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 16 pages.

DC (PQ/SG) 214921/2
© UCLES 2022 [Turn over
 2

1 A student investigates the motion of a trolley as it travels down a slope.

(a) The student makes two measurements to determine the average speed of the trolley as it
travels down the slope.

State the two measurements.

For each measurement, suggest the instrument used for making the measurement.

1. measurement .................................. instrument used .........................................................

2. measurement .................................. instrument used .........................................................

[2]

(b) Fig. 1.1 shows the speed–time graph for a different trolley as it travels down a slope.

30

25
speed
cm / s
20

15

10

0
0 1 2 3 4 5 6 7 8 9 10
time / s

Fig. 1.1

(i) Determine the speed of the trolley at time = 2.0 s.

speed = ................................................ cm / s [2]

(ii) Determine the distance moved by the trolley from time = 0 to time = 4.0 s.

distance = .................................................... cm [3]

(iii) Using the information in Fig. 1.1, describe the motion of the trolley from time = 0 to
time = 10 s.

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

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

[Total: 9]
© UCLES 2022 0625/32/M/J/22
 3

2 Fig. 2.1 shows a closed textbook.

m
29 m

Fig. 2.1

(a) There are 270 sheets of paper in the textbook. The total thickness of the sheets is 29 mm.

Calculate the average thickness of one sheet of paper.

average thickness of one sheet = ................................................... mm [3]

(b) The mass of the textbook is 1300 g.

Calculate the weight of the textbook.

weight = ...................................................... N [3]

[Total: 6]

© UCLES 2022 0625/32/M/J/22 [Turn over

 4

3 (a) Fig. 3.1 shows an aeroplane flying. There are horizontal forces acting on the aeroplane, as
shown in Fig. 3.1.

12 000 N 8000 N

Fig. 3.1 (not to scale)

(i) Calculate the resultant horizontal force on the aeroplane.

resultant force = ............................................................ N

direction of resultant force ...............................................................

[3]

(ii) State the name of the effect producing the 8000 N force on the aeroplane.

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

(iii) At a later time in the flight, the resultant horizontal force on the aeroplane is zero.

Describe the horizontal motion of the aeroplane.

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

(b) Fig. 3.2 shows the handle used to open and close a cupboard door on the aeroplane.

60 N
pivot
20 cm

Fig. 3.2 (not to scale)

A force of 60 N acts at a distance of 20 cm from the pivot of the handle.

Calculate the moment of the 60 N force about the pivot.

moment = ................................................. N cm [3]

[Total: 8]

© UCLES 2022 0625/32/M/J/22

 5

4 Fig. 4.1 shows parts of a coal-fired power station.

transformer

transmission
X Y lines

coal

steam

boiler

cold water

Fig. 4.1

(a) (i) State the names of the parts of the power station labelled X and Y.

X ........................................................................................................................................

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

(ii) Describe two useful energy transfers in this power station.

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

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

(b) The power station contains a transformer. The primary voltage Vp for the transformer is 25 000 V.
The number of turns on the primary coil Np is 600.
The number of turns on the secondary coil Ns is 4800.

Calculate the secondary voltage Vs for the transformer.

Vs = ...................................................... V [3]

(c) Give two reasons for transmitting electrical energy at very high voltages.

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

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

2. ...............................................................................................................................................

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

[Total: 9]
© UCLES 2022 0625/32/M/J/22 [Turn over
 6

5 Fig. 5.1 shows a cross-section of a flask. The flask is used to keep a liquid hot. The flask has two
glass walls with a vacuum between them. The surfaces of the glass walls are shiny.

plastic cap

double-walled
glass container

hot liquid

vacuum

shiny surfaces

Fig. 5.1

(a) (i) Explain how the shiny surfaces reduce the transfer of thermal energy from the hot liquid.

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

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

(ii) Explain how the vacuum reduces the transfer of thermal energy from the hot liquid.

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

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

(b) Some of the hot liquid is poured out of the flask into a shallow dish.

Explain how evaporation causes the liquid to cool.

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

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

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

© UCLES 2022 0625/32/M/J/22

 7

(c) A student uses a microscope to view a small particle in the liquid. Fig. 5.2 shows the path of
the particle.

small particle

Fig. 5.2

(i) State the name given to the motion of the small particle.

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

(ii) Explain why the small particle moves as shown in Fig. 5.2.

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

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

[Total: 10]

© UCLES 2022 0625/32/M/J/22 [Turn over

 8

6 (a) Fig. 6.1 shows the main regions of the electromagnetic spectrum. Two of the regions are
unlabelled.

radio ultraviolet γ (gamma)-

visible light X-rays
waves ........................ ........................ rays rays

Fig. 6.1

(i) Complete the labelling in Fig. 6.1. Write the name of the radiation in each unlabelled
region. [2]

(ii) State the name of one region of the electromagnetic spectrum that has wavelengths
shorter than those of ultraviolet rays.

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

(b) Fig. 6.2 represents a wave on a rope at one instant.

direction of
wave travel
displacement

distance moved by wave

Fig. 6.2

On Fig. 6.2, draw a line representing one wavelength. Label the line L. [1]

(c) A student incorrectly writes some sentences about electromagnetic waves. His teacher circles
a mistake in each sentence.

In Table 6.1, write a suitable correction for each mistake. The first one has been done for you.

Table 6.1

student’s sentences correction

The speed of light is slower than the speed of radio waves in a vacuum. the same as
Ultraviolet rays are used in signals for satellite television and mobile phones.
Radio waves are used to scan patients for broken bones.
[2]

© UCLES 2022 0625/32/M/J/22

 9

(d) Describe the difference between the vibrations of longitudinal waves and transverse waves.

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

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

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

[Total: 8]

© UCLES 2022 0625/32/M/J/22 [Turn over

 10

7 (a) A student investigates refraction through a parallel-sided glass block. Fig. 7.1 shows a ray of
red light travelling from the air through the glass block.

line X
ray of red light
48°
air

61°
glass
29° block

air

Fig. 7.1

(i) Using the information in Fig. 7.1, state the angle of refraction for the ray of red light
travelling from air into the glass block.

angle of refraction = ....................................................... ° [1]

(ii) Using the information in Fig. 7.1, state the term used for line X.

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

© UCLES 2022 0625/32/M/J/22

 11

(b) Fig. 7.2 shows an object OX to the left of a thin converging lens. The principal focus on each
side of the lens is labelled F.

O
F F

Fig. 7.2

(i) Two rays from the top of the object are incident on the lens, as shown in Fig. 7.2.

On Fig. 7.2, continue the paths of these two rays to show the position of the image of OX
formed by the lens. [2]

(ii) Draw the image of OX formed by the lens. [1]

[Total: 5]

© UCLES 2022 0625/32/M/J/22 [Turn over

 12

8 (a) A student has a box containing objects made of different materials. The objects are:

aluminium foil a silver ring an iron bar

a plastic strip a glass lens

(i) State which objects are made of electrically insulating materials.

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

(ii) State which object is made of a magnetic material.

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

(b) Fig. 8.1 shows two magnets, X and Y. The magnets are attracting each other.

N
magnet X attraction magnet Y

Fig. 8.1

On magnet X, the N pole is labelled N.

On Fig. 8.1, complete the labelling for the magnetic poles of each magnet. [1]

(c) The student attaches a thin cotton thread to each of two light metal spheres, P and Q. She
suspends the spheres as shown in Fig. 8.2.

thin cotton support

thread

P Q

Fig. 8.2

© UCLES 2022 0625/32/M/J/22

 13

(i) The student puts a positive charge on sphere P only.

Complete the diagram in Fig. 8.3 to show the positions of the spheres.

support

Fig. 8.3
[1]

(ii) The student puts a positive charge on sphere P and on sphere Q.

Complete the diagram in Fig. 8.4 to show the positions of the spheres.

support

Fig. 8.4
[2]

[Total: 6]

© UCLES 2022 0625/32/M/J/22 [Turn over

 14

9 A student has a battery-operated torch. Fig. 9.1 shows the electrical components in the torch
circuit.

battery

plastic
case
+

brass switch
connecting
strip lamp

Fig. 9.1

(a) Using standard symbols, draw a circuit diagram for the circuit in the torch.

[4]

(b) When the torch is switched on, the potential difference (p.d.) across the lamp is 1.4 V and the
current in the lamp is 0.26 A.

(i) State the current in the brass connecting strip.

current = ....................................................... A [1]

(ii) Calculate the resistance of the lamp.

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

[Total: 8]

© UCLES 2022 0625/32/M/J/22

 15

10 (a) Fig. 10.1 shows a wire passing through a card. There is a large electric current in the wire in
the direction shown.
Fig. 10.2 shows the same arrangement when viewed from above the card.

card

large
current

card

Fig. 10.1 Fig. 10.2

There is a pattern of magnetic field lines around the wire due to the current in the wire.

On Fig. 10.2, draw the pattern and direction of the magnetic field as if viewed from above the
card. [3]

(b) Fig. 10.3 shows a wire XY carrying a large electric current between the poles of a permanent
magnet. There is an upward force on the wire XY.

X
current
force

magnet magnet

N S

Y
Fig. 10.3

(i) State two different ways of increasing the force due to the current in the wire XY.

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

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

(ii) State two different ways of making the force on the wire XY act downwards.

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

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

[Total: 7]
© UCLES 2022 0625/32/M/J/22 [Turn over
 16

11 (a) An isotope of americium has 95 protons and 146 neutrons in its nucleus.

Write the nuclide notation for the nucleus of this isotope. The chemical symbol for americium
is Am.

[2]

(b) Fig. 11.1 shows how the count rate of a sample of americium changes with time.

18 000

16 000
count rate
counts / min
14 000

12 000

10 000

8000

6000

4000

2000

0
0 100 200 300 400 500 600 700 800 900 1000 1100 1200 1300
time / years

Fig. 11.1

Determine the half-life of the americium in the sample. Use information from Fig. 11.1.

half-life = ............................................... years [2]

[Total: 4]

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
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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 0625/32/M/J/22

 Cambridge IGCSE™
* 6 2 9 6 1 5 9 9 1 2 *

PHYSICS 0625/42
Paper 4 Theory (Extended) May/June 2022

1 hour 15 minutes

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.
● Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).

INFORMATION
● The total mark for this paper is 80.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 16 pages. Any blank pages are indicated.

DC (KS/FC) 301887/2
© UCLES 2022 [Turn over
 2

1 Fig. 1.1 shows an electrically powered bicycle.

battery

electric motor

Fig. 1.1

When fully charged, the battery can deliver a power of 600 W for 60 min.

(a) (i) Calculate the energy, in joules, stored in the battery when fully charged.

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

(ii) State the form of energy stored by the battery.

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

(b) The bicycle has a motor with an electrical input power of 250 W.

Calculate the time for which the battery can power the bicycle.

time = ......................................................... [2]

(c) Consider this bicycle compared to a small motorcycle.

State two environmental benefits of the electrically powered bicycle.

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

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

[Total: 8]
© UCLES 2022 0625/42/M/J/22
 3

2 Fig. 2.1 shows an object of mass 2.0 kg on a bench. This object is connected by a cord, passing
over a pulley, to an object of mass 3.0 kg.

card
cord
pulley 2.0 cm 2.0 kg object

F
bench

3.0 kg object

Fig. 2.1

The 2.0 kg object is released from rest and accelerates at 4.0 m / s2.

(a) Calculate the resultant force acting on the 2.0 kg object.

force = ......................................................... [2]

(b) Calculate the upward force F exerted by the cord on the 3.0 kg object.

force F = ......................................................... [3]

(c) The objects have a constant acceleration.

(i) Show that the speed of the objects 0.80 s after release is 3.2 m / s.

[2]

(ii) A card, of width 2.0 cm, is fixed to the 2.0 kg object. As the 2.0 kg object moves to the left,
the card passes through a beam of light that is perpendicular to the card.

Using the speed given in (c)(i), calculate the time taken for the card to pass through the
beam of light.

time = ......................................................... [2]

[Total: 9]
© UCLES 2022 0625/42/M/J/22 [Turn over
 4

3 (a) Fig. 3.1 shows water in a river moving parallel to the river bank at 4.0 m / s and a canoe
travelling in the river.

river bank

canoe travels at 2.5 m / s

38° relative to the water
water moving at 4.0 m / s

river bank

Fig. 3.1

The canoe travels at 2.5 m / s relative to the water and heads at an angle of 38° to the river
bank.

Draw a scale diagram to determine the canoe’s resultant velocity and state the scale you
used.

scale ...............................................................

magnitude of resultant velocity ...............................................................

direction of resultant velocity (angle from the river bank) ...............................................................

[4]

© UCLES 2022 0625/42/M/J/22

 5

(b) The mass of the canoeist is 65 kg.

Calculate her kinetic energy when travelling on still water at 2.5 m / s.

energy = ......................................................... [2]

[Total: 6]

© UCLES 2022 0625/42/M/J/22 [Turn over

 6

4 (a) State and explain the two features of a liquid-in-glass thermometer that are necessary for
linearity.

statement 1 ...............................................................................................................................

explanation ...............................................................................................................................

statement 2 ...............................................................................................................................

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

(b) The value of the heat capacity of the hot junction of a thermocouple thermometer is important
in ensuring that it can measure temperature changes very rapidly.

Explain why.

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

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

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

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

(c) The hot junction of a thermocouple thermometer has a heat capacity of 0.11 J / °C.

Calculate the thermal energy required to increase the temperature of the hot junction from
20 °C to 345 °C.

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

[Total: 9]

© UCLES 2022 0625/42/M/J/22

 7

5 Sound waves are longitudinal and electromagnetic waves are transverse.

(a) A sound wave used for a medical examination has a frequency of 1.5 MHz.

(i) State and explain what type of sound wave this is.

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

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

(ii) The wave travels through soft human tissue at a speed of 1.3 km / s.

Calculate the wavelength of the wave in soft human tissue.

wavelength = ......................................................... [3]

(b) Describe one use of X-rays in medicine.

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

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

[Total: 7]

© UCLES 2022 0625/42/M/J/22 [Turn over

 8

6 Fig. 6.1 is a full-size ray diagram showing the formation of an image by a thin glass lens.

Fig. 6.1 (full size)

(a) Determine the focal length of the lens.

focal length = ......................................................... [1]

(b) Circle three items in the list which describe the nature of the image formed.

enlarged same size diminished inverted

upright real virtual [3]

(c) State one feature of a virtual image.

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

[Total: 5]

© UCLES 2022 0625/42/M/J/22

 9

BLANK PAGE

© UCLES 2022 0625/42/M/J/22 [Turn over

 10

7 Fig. 7.1 shows a small plotting compass which is aligned with the magnetic field between magnetic
poles A and B of a U-shaped magnet.

A S N B

Fig. 7.1

(a) State the polarity of the poles.

pole A ........................................................................................................................................

pole B .......................................................................................................................................
[1]

(b) Fig. 7.2 shows a wire, placed between two poles, carrying a current in the direction of the
arrow.

Fig. 7.2

On Fig. 7.2, draw an arrow to show the direction of the force on the wire due to the magnetic
field. [2]

© UCLES 2022 0625/42/M/J/22

 11

(c) Fig. 7.3 shows a β-particle moving in the direction of the arrow between the same two poles.

S
β-particle

N
direction of travel of β-particle
when in the position shown

Fig. 7.3

On Fig. 7.3, draw an arrow to show the direction of the force on the β-particle due to the
magnetic field. [2]

[Total: 5]

© UCLES 2022 0625/42/M/J/22 [Turn over

 12

8 Fig. 8.1 shows how the electromotive force (e.m.f.) of a 60 Hz alternating current (a.c.) power
supply varies with time.

e.m.f.

0
0 time

time period

Fig. 8.1

(a) Calculate the time period of the a.c.

time period = ......................................................... [1]

(b) Fig. 8.2 shows this power supply connected in a circuit.

A B C

Fig. 8.2

(i) State the name of component A.

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

(ii) In each time period of the a.c., 1.5 × 1017 electrons pass through component A. The
charge on an electron is 1.6 × 10–19 C.

Calculate the average current in the circuit during one time period.

current = ......................................................... [3]

© UCLES 2022 0625/42/M/J/22
 13

(c) On Fig. 8.3:

1. mark, with an arrow labelled E, the direction of the electron flow through component B

2. mark, with an arrow labelled I, the direction of the conventional current in component C.

A B C

Fig. 8.3
[2]

(d) Fig. 8.4 shows a circuit with components B and C connected to a direct current (d.c.) power
supply of e.m.f. 12 V.

B C

Fig. 8.4

The current in the circuit is 0.35 A.

Calculate the power delivered by the power supply to the circuit.

power = ......................................................... [2]

[Total: 9]

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 14

9 Fig. 9.1 shows a circuit with a 3-position switch.

12 V

C
B
X
Y
A

Fig. 9.1

The moving part of the switch is always connected to point Y around which it pivots. The other end
of the moving part, labelled X, can be connected to one of the points A, B or C.

(a) The resistance of the motor is 2.0 Ω and the resistance of the resistor is 3.0 Ω.

Determine the current in the motor when the switch is connected to:

(i) point A

current = ......................................................... [1]

(ii) point B

current = ......................................................... [2]

(iii) point C.

current = ......................................................... [2]

(b) Two resistors of resistance 2.0 Ω and 3.0 Ω are connected in parallel.

Calculate the combined resistance of the resistors in this arrangement.

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

[Total: 8]
© UCLES 2022 0625/42/M/J/22
 15

10 Fig. 10.1 is a simplified diagram of a digital circuit. The output of logic gate Y controls a buzzer.

logic gate X

input
A

input
B

logic gate Y

Fig. 10.1

(a) Complete Table 10.1, the truth table for the circuit.

Table 10.1

input A input B output of X output of Y

0 0

0 1

1 0

1 1
[3]

(b) Input A is the output of a humidity sensor which gives logic 1 when the humidity is high and
logic 0 when the humidity is low.

Input B is the output of a light sensor which gives logic 1 in bright light and logic 0 in darkness.
The buzzer sounds when the output of Y is logic 1.

State the conditions of humidity and light when the buzzer is on.

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

(c) The output of the digital circuit alone is not able to operate the buzzer.

Ring the component from the list that must be connected between the output of the digital
circuit and the buzzer.

fuse heater relay resistor thermistor

Explain your answer.

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

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

[Total: 7]
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 16

11 (a) Fig. 11.1 shows the paths of three α-particles moving towards a thin gold foil. Four gold nuclei
are shown.

gold nuclei

paths of
α-particles

Fig. 11.1 (not to scale)

(i) On Fig. 11.1, complete the paths of the three α-particles. [3]

(ii) State the sign of the charge on the α-particles.

.......................................................... [1]
198
(b) The nuclide notation for a nucleus of gold-198 is
79
Au.
State the numbers of electrons, neutrons and protons in a neutral atom of gold-198.

number of electrons = .............................

number of neutrons = .............................

number of protons = ...............................

[3]

[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
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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 0625/42/M/J/22

 Cambridge IGCSE™
* 8 6 9 0 2 4 8 1 9 9 *

PHYSICS 0625/62
Paper 6 Alternative to Practical May/June 2022

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 12 pages. Any blank pages are indicated.

DC (JP/SG) 303529/2
© UCLES 2022 [Turn over
 2

1 A student investigates the balancing of a metre rule.

Fig. 1.1 shows the apparatus.

50.0 cm mark
metre rule
P Q
a b
0 100
10.0 cm mark

pivot bench

Fig. 1.1

(a) The student places the metre rule on the pivot at the 50.0 cm mark.

She places object P with its centre on the metre rule at the 10.0 cm mark.

The object covers the scale markings on the metre rule, as shown in Fig. 1.2.

0 20 30 40 50 60 70 80 90 100

Fig. 1.2

Explain briefly how to place object P as accurately as possible with its centre at the
10.0 cm mark.

You may add to Fig. 1.2, or draw another diagram, to help your explanation.

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

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

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

............................................................................................................................................. [1]
© UCLES 2022 0625/62/M/J/22
 3

(b) The student places object Q on the metre rule and adjusts its position until the metre rule is
as close to balancing as possible.

She records the distance a = 40.0 cm between the centre of object P and the pivot.

The centre of object Q is at the 71.2 cm mark.

Determine, and record in Table 1.1, the distance b between the centre of object Q and the
pivot. Show your working.

[2]

© UCLES 2022 0625/62/M/J/22 [Turn over

 4

(c) She repeats the procedure with object P placed at the 15.0 cm mark, 20.0 cm mark,
25.0 cm mark and 30.0 cm mark. All the values of a and b are shown in Table 1.1.

Table 1.1

a / cm b / cm
40.0
35.0 17.8
30.0 15.1
25.0 12.3
20.0 9.7

Plot a graph of a / cm (y-axis) against b / cm (x-axis). You do not need to start your graph from
the origin (0,0).

[4]

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

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

(e) The gradient G of the graph is equal to the ratio of the masses of P and Q.

Record the ratio R of the masses of P and Q. Give your answer to a suitable number of
significant figures for this experiment.

R = ......................................................... [2]

[Total: 11]
© UCLES 2022 0625/62/M/J/22
 5

2 A student investigates the resistances of combinations of resistors.

The first circuit arrangement is shown in Fig. 2.1.

RA RB

Fig. 2.1

(a) The student measures the current and decides to use a lower current. He adds a variable
resistor to the circuit to reduce the current.

On Fig. 2.1, mark with an X a suitable position in the circuit for the variable resistor. [1]

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

Fig. 2.2 Fig. 2.3

(b) (i) The student measures the current I1 in the circuit. Record the current shown in Fig. 2.2.

I1 = .......................................................A [1]

(ii) He measures the potential difference (p.d.) V1 across resistors RA and RB in series.

Record the potential difference V1 shown in Fig. 2.3.

V1 = .......................................................V [1]

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 6

(c) Calculate the resistance R1 of the combination of resistors in series. Use the equation
V1
R1 = I .
1

Include the unit.

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

(d) The student connects a resistor RC in parallel with resistors RA and RB.

He does not change the series combination of resistors RA and RB.

He connects the voltmeter across the combination of all three resistors.

(i) Draw a circuit diagram showing the circuit described in (d).

[2]

(ii) The student measures the current I2 in the circuit.

0.68
I2 = ............................................................ A

He measures the potential difference V2 across the combination of the three resistors.

2.1
V2 = ............................................................ V

Calculate the resistance R2 of the combination of resistors. Use the equation

V2
R2 = I .
2

Include the unit.

R2 = ......................................................... [1]
© UCLES 2022 0625/62/M/J/22
 7

(e) The student rearranges the resistors to set up the circuit shown in Fig. 2.4.

RA RB

RC

Fig. 2.4

He measures the current I3 in the circuit.

0.29
I3 = ............................................................ A

He measures the potential difference V3 across the combination of the three resistors.
2.1
V3 = ........................................................... V

Calculate the resistance R3 of the combination of resistors. Use the equation

V3
R3 = I .
3
Include the unit. Give your answer to a suitable number of significant figures for this
experiment.

R3 = ......................................................... [1]

(f) A student thinks the three resistors RA, RB and RC have the same resistance within the limits
of experimental accuracy.

(i) Suggest how the student could use the apparatus provided to test his idea.

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

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

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

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

(ii) Explain how the student can decide whether the values of resistance are the same within
the limits of experimental accuracy.

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

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

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

[Total: 11]
© UCLES 2022 0625/62/M/J/22 [Turn over
 8

3 A student determines the focal length f of a lens.

Fig. 3.1 shows the set-up.

illuminated
object
x
y z
screen
lens

bench

Fig. 3.1

(a) (i) On Fig. 3.1, measure the distance x from the screen to the illuminated object.

x = ...............................................................

Fig. 3.1 is drawn to scale. The actual distance D between the illuminated object and the
screen is 75.0 cm.

She places the lens between the object and the screen so that the lens is close to the
illuminated object.

She moves the lens away from the object until a clearly focused image is formed on the
screen.

On Fig. 3.1, measure the distance y between the centre of the lens and the illuminated
object.

y = ...............................................................

On Fig. 3.1, measure the distance z between the centre of the lens and the screen.

z = ...............................................................
[2]

Table 3.1

D / cm u / cm v / cm f / cm

75.0

85.0 19.1 64.1 14.4

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 9

(ii) Calculate, and record in Table 3.1, the actual distance u between the centre of the lens
and the illuminated object.

Calculate, and record in Table 3.1, the actual distance v between the centre of the lens
and the screen.
[1]

(iii) Calculate, and record in Table 3.1, the focal length f of the lens using the equation
uv
f= D.
[1]

(b) The student places the screen at a distance D = 85.0 cm from the illuminated object.

She repeats the procedure described in (a). The results are shown in Table 3.1.

Calculate the average value fA of the focal length of the lens. Show your working.

fA = ................................................... cm [2]

(c) State two precautions that you would take to obtain accurate readings in this experiment.

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

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

2. ...............................................................................................................................................

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

(d) A student states that a more accurate value for the focal length f of the lens can be determined
by plotting a graph of uv against D. The gradient of the graph is numerically equal to the focal
length.

(i) Suggest a suitable number of sets of readings that the student should take.

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

(ii) Explain briefly how this graphical method can give a more accurate value for the focal
length.

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

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

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

[Total: 11]

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 10

4 A student investigates insulators.

Plan an experiment to list insulating discs in order from best insulator to worst insulator.

The following apparatus is available:

• five discs made from different insulating materials

• a thermometer
• a stop-watch
• a heated metal cylinder (see Fig. 4.1)
• a second metal cylinder with a hole for the thermometer (see Fig. 4.1).

heated metal cylinder

insulating disc

electrical heater

metal cylinder thermometer

Fig. 4.1

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

In your plan, you should:

• explain briefly how you would carry out the investigation

• 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.

© UCLES 2022 0625/62/M/J/22

 11

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

.................................................................................................................................................... [7]

© UCLES 2022 0625/62/M/J/22

 12

BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2022 0625/62/M/J/22

 Cambridge International General Certificate of Secondary Education
0625 Physics June 2022
Principal Examiner Report for Teachers

PHYSICS

Paper 0625/32
Theory (Core) 32

Key messages

• In calculations, candidates must set out and explain their working correctly. When candidates give a
wrong final answer and no working is shown, it is often impossible for the examiner to give partial credit
for any working that is correct.
• Candidates should ensure they are clear and precise when answering questions requiring a description
or explanation.
• It is important that candidates read the questions carefully in order to understand exactly what is being
asked.
• In order to improve their performance, candidates should practise applying their knowledge to new
situations by attempting questions in support materials or exam papers from previous sessions.

General comments

A significant proportion of candidates were well prepared for this paper. Equations were generally well known
by stronger candidates but a significant number struggled to even recall the equations.

Often candidates knew how to apply their knowledge and understanding to fairly standard situations. On
occasions, when asked to apply their knowledge to a new situation, they displayed a lack of breadth of
understanding. More successful candidates were able to think through the possibilities and apply their
knowledge when the question asked for suggestions to explain new situations. Less successful candidates
had difficulty in applying their knowledge to new situations and did not show the stages in their working.

There were a very small number of candidates, who struggled to express themselves adequately.
Candidates should ensure their writing is clear and legible, particularly when writing a number which could be
confused with another one.

Comments on specific questions

Question 1

(a) A significant number of candidates were unsure of either the quantity to be measured or the
instrument used to measure the quantity.

(b) (i) The vast majority of candidates answered this correctly.

(ii) The majority of candidates correctly determined the area below the speed–time graph to give the
distance travelled. The most common error was simply multiplying the speed by the time to give an
answer of 100 m.

(iii) Most candidates gave a correct description of initially accelerating and then travelling at a steady
speed of 25 m / s. The most common error was to state that the trolley stopped after 4 s.

Question 2

(a) The majority of candidates correctly divided the total thickness of the sheets by the number of
sheets to give an answer of 0.11 mm. The most common error was to divide 270 by 29. Candidates
should be made aware that they should write their equation in words before substituting numbers,

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 Cambridge International General Certificate of Secondary Education
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Principal Examiner Report for Teachers

as failing to do this often means that no credit can be awarded if an incorrect calculation is carried
out.

(b) Stronger candidates gained full credit but the majority did not convert the mass in grams to a mass
in kilograms.

Question 3

(a) (i) The majority of candidates correctly calculated the resultant force on the aeroplane. The most
common error was to add the two forces rather than subtracting.

(ii) Most candidates recognised that the force was friction or air resistance.

(iii) Candidates found this item challenging and many thought that when the forces on the aircraft were
balanced whilst it is in flight, it would stop/become stationary.

(b) The majority of candidates correctly calculated the moment as 1200 N cm. The most common error
was an incorrect arrangement of the equation: moment = force × distance, usually written as
moment = force ÷ distance.

Question 4

(a) (i) Candidates found this question challenging. The stages of electricity production in a power station
were not well understood.

(ii) This item was also challenging for many candidates. The most common response was to simply
state a form of energy. Very few candidates gave correct energy transfers.

(b) Most candidates calculated the output voltage correctly as 200 000 V. The most common error was
an incorrect arrangement of the transformer equation.

(c) This section of the syllabus was not well understood. Only stronger candidates were able to give
correct reasons such as reducing the current in cables and reducing energy losses in the cables.

Question 5

(a) (i) Very few candidates gave correct explanations for how shiny surfaces reduce the transfer of
thermal energy. Correct answers included statements such as “the shiny surface will reflect thermal
energy back into the hot liquid”.

(ii) Only stronger candidates were able to explain that, because a vacuum does not contain any
particles, it is impossible for heat to transfer through the vacuum by either conduction or
convection.

(b) Only stronger candidates answered this fully correctly but other candidates gained partial credit.
The most common error was failing to state that the average energy of the particles remaining in
the liquid decreased and so it cooled.

(c) (i) Most candidates recognised this as Brownian motion.

(ii) Only stronger candidates gained full credit by stating that liquid molecules bombarding the small
particle produced its random motion.

Question 6

(a) (i) The majority of candidates gained partial credit for this question. The most common error was to
either omit infrared, or to put another radiation in its place.

(ii) The majority of candidates answered this correctly.

(b) Many candidates gave answers which were not precise enough. Candidates should be encouraged
to practice labelling amplitude and wavelength of waves.

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 Cambridge International General Certificate of Secondary Education
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Principal Examiner Report for Teachers

(c) Most candidates scored partial credit for this question. The most common error was to give an
incorrect electromagnetic wave used in signals for satellite television and mobile phones.

(d) Only stronger candidates answered this fully correctly.

Question 7

(a) (i) A number of candidates failed to identify the angle of refraction in the diagram as 29°.

(ii) Most candidates correctly identified the normal line in the diagram.

(b) (i) A lack of precision resulted in many candidates not being given credit for their ray diagrams.
Candidates should be encouraged to use rulers and to practice drawing ray diagrams.

(ii) Very few candidates correctly drew an image between the principal axis and the point where their
two rays crossed.

Question 8

(a) (i) Only stronger candidates gave both insulating materials. The most common error was either a
plastic strip or a glass lens, but not both.

(ii) Most candidates identified an iron bar as a magnetic material, but then added another metallic
object.

(b) Most candidates correctly identified the poles on the magnets. The most common error was failing
to write one of the poles on one of the magnets.

(c) (i) Most candidates recognised that the two metal spheres would attract.

(ii) Most candidates correctly drew a diagram showing repulsion between the two positively charged
spheres.

Question 9

(a) Most candidates scored partial credit for this question. The most common error was not giving a
correct circuit symbol for a battery or a cell.

(b) (i) Many candidates did not realise that the current in the lamp would be the same as the current in
the brass connecting strip.

(ii) Many candidates correctly calculated the resistance of the lamp, but many used an incorrect
arrangement of the equation R = V / I.

Question 10

(a) Many candidates gave a correct diagram of the magnetic field around the wire. This section of the
syllabus was not well understood and there were a significant number of candidates drawing
patterns similar to those of a bar magnet.

(b) (i) The majority of candidates identified changes such as increasing the current in the wire by
increasing the strength of the magnets as a means of increasing the force on the wire.

(ii) Many candidates recognised that reversing the poles of the magnets or reversing the current
direction would change the direction of the force. The most common error was to state the opposite
to their answer in (i), i.e., decreasing the strength of the magnets, or decreasing the current in the
wire.

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 Cambridge International General Certificate of Secondary Education
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Principal Examiner Report for Teachers

Question 11

(a) Many candidates found this question challenging. The most common error was to give a nucleon
number of 146, or to have the proton and nucleon numbers reversed.

(b) Only stronger candidates halved a count rate and used the graph to find the time taken for this
halving. The most common error was simply to give 650 years, which is half the maximum time on
the time axis.

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 Cambridge International General Certificate of Secondary Education
0625 Physics June 2022
Principal Examiner Report for Teachers

PHYSICS

Paper 0625/42
Extended Theory 42

Key messages

Candidates should be advised to read the questions carefully, and to take note of command words and the
number of marks allocated to the questions.

Questions with the command word “explain” or “describe” require some detail and not just a statement.

When candidates are required to draw a diagram or draw on a diagram, they should use a sharp pencil and
a ruler to draw straight lines.

Candidates should look carefully at the units, including any prefixes and ensure that their answer has the
correct unit. They should also show their working and attempt to set it out logically.

Candidates should relate their knowledge to the context of the questions.

General comments

Most candidates attempted to answer all questions on the paper. Equations were generally well known.
Stronger candidates wrote down the equation in its usual form before rearranging it or substituting numbers.
A triangle with symbols in it did not gain any marks and was ignored. Candidates should use syllabus
symbols for quantities e.g., t for time, T or θ for temperature, Q for charge, I for current.

Some candidates only gave their answers correct to 1 significant figure. Sometimes this appeared to be due
to them considering that the zero before the decimal point in an answer less than one counted as a
significant figure.

Comments on specific questions

Question 1

(a) (i) Many candidates were able to recall the formula P = E/t. Weaker candidates were unable to
correctly rearrange the equation and did not calculate the time in minutes correctly.

(ii) Many candidates were able to correctly identify that the energy stored in the battery was chemical
or chemical potential energy. Common incomplete or incorrect answers were potential energy,
electrical energy or kinetic energy.

(b) The correct answer was obtained when candidates realised that that they needed to use the
energy calculated in (a)(i) and the power given in this part of the question to calculate the time.
Answers in minutes (144 minutes) or hours (2.4 hours) were acceptable. Many candidates tried to
use ratios with a common wrong answer being 25 minutes.

(c) Stronger candidates gave more precise answers to this question. Less gaseous or air pollution,
less noise (pollution), less use of fossil fuels and a lowering of the emission of carbon dioxide were
responses given by many candidates. Vague answers of less pollution, eco-friendly, battery can be
recharged or less fuel used did not gain credit.

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 Cambridge International General Certificate of Secondary Education
0625 Physics June 2022
Principal Examiner Report for Teachers

Question 2

(a) Most candidates were able to answer this question correctly and weaker candidates were able to
gain partial credit by writing down the equation F = ma. No credit was given for the use of mg as
the object was not moving vertically.

(b) Many candidates gained partial credit, either for calculating mg, the force downwards as 30 N or the
resultant force of 12 N, using the same acceleration as in (a) with a mass of 3 kg. Some obtained
both those answers and if they subtracted them, they obtained the correct answer. A common
incorrect answer of 42 N was obtained by adding these forces.

(c) (i) Some candidates wrote down the equation in the form, ∆v = at, and substituted the numbers
correctly. Weaker candidates gained partial credit when the equation was written as a = ∆v/t but not
rearranged, either with or without the numbers substituted into it. Some candidates attempted to
use speed = d/t and a circular argument to obtain the correct answer. This question required
candidates to show their working.

(ii) Stronger candidate realised that the equation needed was v = d/t, rearranged it correctly and
converted cm to m correctly. Weaker candidates omitted the conversion from cm to m or tried to
use a different value for the speed. The question stated that candidates should use the speed
given in (c)(i).

Question 3

(a) Most candidates gained partial credit for choosing a suitable scale. Weaker candidates chose a
scale which was too small or did not give the units of their scale. Stronger candidates were able to
draw a correct vector diagram, drew the correct vectors for the water moving and the canoe and
drew the correct resultant. Weaker candidates drew the wrong resultant. Candidates should be
given practice at drawing vector diagrams. No credit was given for calculating answers using
trigonometry as the question asked for a diagram.

(b) Most candidates recalled the correct equation for kinetic energy. Those who were only awarded
partial credit forgot to square the velocity when they substituted numbers or gave the wrong unit or
omitted the unit.

Question 4

(a) The question asked for statements and explanations of the two features of a liquid-in-glass
thermometer that are necessary for linearity. Candidates found this challenging. Only the strongest
candidates understood what the question was asking. Weaker answers included ideas about
improving the thermometer e.g., using thin glass walls, whilst others referred to finding suitable
fixed points for calibration. There were many answers relating to sensitivity or range rather than
linearity. Those who correctly chose constant diameter or uniform expansivity often did not clearly
link the increase to a constant change in volume to a constant change in length. Candidates
needed to take care to fit their answer to the context of the question. Many gave answers referring
to sensitivity, e.g., referring to a narrow capillary, rather than linearity. Some weaker candidates just
restated phrases from the question without further explanation. Responses often stated that the
expansion was linear. Explanations referring to a linear scale in some way, e.g., equal distances
between each degree number, were too vague.

(b) A common error was to explain how a thermocouple worked rather than answering the question.
Those who did refer to heat capacity often just gave the definition without stating whether it should
be high or low. Candidates should always relate their knowledge of a concept to the particular
context of the question. Just giving a definition in this question was not enough. There needed to
be a physics link between the heat capacity value and the rapid measurements. The small amount
of energy required to raise the temperature provides that link. A significant number of candidates
chose a high heat capacity as a way of preventing damage to the thermocouple.

(c) There were many correct final answers for this part. However, it was clear from the working out that
many candidates were not aware of the difference between heat capacity and specific heat
capacity. A significant number of candidates attempted to calculate the energy using the specific
heat capacity equation despite there being no value for the mass. Only the equation (E =)CΔT was
accepted for partial credit.

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 Cambridge International General Certificate of Secondary Education
0625 Physics June 2022
Principal Examiner Report for Teachers

Question 5

(a) (i) Stronger answers stated that the sound was ultrasound and that its frequency was above 20 000
Hz. Weaker answers only stated that the frequency was outside the audible range or stated that it
was infrasound. Some candidates read this question as if it was asking about the nature of sound
waves and described longitudinal waves. Other candidates stated that they were X rays or other
forms of electromagnetic radiation.

(ii) Most candidates gained partial credit for identifying that they needed to use the equation v = fλ.
Further credit was awarded if candidates rearranged the equation correctly to obtain the answer.
As the velocity was in km/s and the frequency in MHz, two correct changes of prefix were needed
to obtain the correct answer. There were errors in significant figures and units.

(b) Stronger candidates gave a correct description of one use of X-rays in medicine but did not always
give sufficient detail to be awarded full credit. Vague answers of “for scanning” or “to examine
bones” were not precise enough for credit.

Question 6

(a) A large number of candidates did not give a correct answer for the focal length. They measured the
image distance, object distance, distance between object and image or height of object or height of
image. Where candidates measured the correct distance, they usually did so accurately.

(b) Many candidates gained full credit and showed that they were able to interpret a ray diagram. The
most common mistakes were to select “virtual” as the image was enlarged or “inverted” as the
image was real. Some candidates selected two contradictory answers.

(c) Stronger candidates stated that the image could be projected on a screen or that the light rays did
not actually meet. Weaker candidates stated that the image was real or that it could be projected
on a screen. Answers such as “upright” or “on the same side as the lens” were not awarded credit
as the question was referring to virtual images in general.

Question 7

(a) Most candidates correctly identified the N and S poles. No credit was given for positive and
negative.

(b) This question and (c) required candidates to draw arrows carefully using a ruler. Full credit was
awarded if the arrow was vertical and pointing up. Some candidates drew two sets of arrows at
right angles to each other. These were not awarded credit unless the force arrows were clearly
labelled as such. Other incorrect answers showed the arrow along the wire in the opposite direction
to the direction of the current or towards the N or S pole or in a circular direction.

(c) In this question another common error was to show a line curving downwards showing the path of
a β-particle in a magnetic field instead of the force on it.

Question 8

(a) Candidates who knew that the time period is 1/f and were able to calculate 1/60 to 2 significant
figures were awarded credit. Common errors were not converting the fraction to a decimal,
incorrect rounding to 0.016 s resulting in a significant figure error, attempting to measure the length
of the time period on the diagram and assuming that was the time in seconds and omitting the unit.

(b) (i) Most candidates correctly identified the component as a diode.

(ii) A significant number of candidates were able to identify that they needed to use the equation
Q = It. Only the strongest candidates realised that they needed to use the value calculated in (a) for
t and the number of electrons multiplied by the charge of the electron for Q. Many other candidates
just divided the numbers given in this question. Candidates needed to be familiar with
mathematical operations with numbers in standard form. The use of the symbol C for current is
ambiguous as C is the unit of charge.

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 Cambridge International General Certificate of Secondary Education
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Principal Examiner Report for Teachers

(c) Most candidates were awarded partial credit for indicating that E and I were in opposite directions.
Fewer candidates realised that the direction of the arrow on the diode gave the correct direction for
the current.

(d) Candidates who knew that P = VI were usually able to calculate the correct value for the power.
Some did not include the correct unit. Many weaker candidates confused the equation for power
with that for resistance.

Question 9

(a) (i) Many candidates identified that there was an open circuit and that the current would be 0. Weaker
candidates tried to use V = IR. A common wrong answer was 6 A.

(ii) Most candidates were awarded at least partial credit, for the use of V = IR. A common mistake was
to use a resistance of 3Ω instead of 4Ω.

(iii) Candidates who realised that in this arrangement the 3Ω and 2Ω resistors were in series usually
obtained full credit. A common error was to attempt to find a resistance for a parallel combination.

(b) The formula for calculating the value of resistance in parallel was well known by most candidates.
Some candidates used R = 1/R1 + 1/R2 or wrote down the correct equation and then forgot to take
the reciprocal to get their final answer. Candidates should be advised to write down the equation in
symbols before substituting numbers, and not just the left-hand side of the equation, in questions
like this one.

Question 10

(a) This was generally well answered. Some candidates found working out the effect of the NOT gate
challenging. Candidates who made mistakes in the values for the output of X were often successful
in using their values to find the output of Y and were awarded credit for error carried forward.

(b) Stronger candidates gave an unambiguous answer of high humidity and dark. Low light was not
accepted as equivalent to dark as it suggests that there is some light present or some sort of
continuous variability. Candidates who did not have the correct answer in (a) were awarded partial
credit for error carried forward if they had one ‘1’ in the Y column.

(c) Many candidates correctly identified the component needed as a relay. Weaker candidates often
attempted to explain the use of two or more components. The phrase “ring the component” means
that only one should be selected so careful reading of the question was needed. Stronger answers
went on to identify that the relay was needed because the output of the logic gate was low voltage
and that a higher voltage was provided by the relay. Candidates who gave explanations about the
operation of a relay using an electromagnet did not receive credit. Stronger candidates ensured
that they applied their knowledge to the context of the question.

Question 11

(a) (i) Most candidates could correctly complete the path of the α-particle which was undeviated and
many were awarded full credit. Care needed be taken when drawing to avoid discontinuities.
Weaker candidates drew diagrams where the paths did not continue after they reached the gold
nuclei. The path where the α-particle was deflected to the left was the least well known.

(ii) Most candidates correctly stated that the charge was positive. Some candidates wrote down the
nuclide notation for an α-particle but did not include a sign.

(b) There were many correct answers. Weaker candidates gave 198, the nucleon number, as at least
one of their answers, usually for the number of neutrons or did not realise that the number of
protons is equal to the number of neutrons.

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 Cambridge International General Certificate of Secondary Education
0625 Physics June 2022
Principal Examiner Report for Teachers

PHYSICS

Paper 0625/62
Alternative to Practical 62

Key messages

To perform well in this examination, candidates need to have a thorough understanding of practical work
during the course. Candidates should have as much personal experience of carrying out experiments
themselves as possible. The practical work should include reflection upon, and the discussion of the
significance of results, precautions taken to improve reliability and control of variables.

Candidates should be advised to read the questions through very carefully to ensure that they are answering
the question as written, and not simply recalling the answer to a different question.

General comments

The aim of the examination is to enable candidates to display their knowledge and understanding of practical
physics techniques. These include:
• handling practical apparatus and making accurate measurements
• tabulating of readings
• graph plotting and interpretation
• manipulating data to obtain results
• drawing conclusions
• understanding the concept of results being equal to within the limits of experimental accuracy
• dealing with possible sources of inaccuracy
• control of variables
• choosing the most effective way to use the equipment provided.

The majority of candidates were well prepared and the range of practical skills being tested proved to be
accessible to most candidates. Most candidates demonstrated that they were able to draw upon their own
personal practical experience to answer the questions. No parts of any question proved to be inaccessible to
candidates and there was no evidence of candidates running short of time. The majority of candidates were
able to follow instructions correctly, record measurements clearly and perform calculations accurately and
correctly. Units were well known and were invariably included. Writing was legible and ideas were
expressed logically. However, candidates seemed less able to derive conclusions from given experimental
data and justify them.

Most candidates finished the paper and there were few papers with substantial numbers of blank responses
to the questions set. There were some responses which showed an exemplary understanding of practical
skills but equally, there were those which demonstrated a lack of graph skills, poor understanding of
significant figures and a lack of comprehension of good practice in carrying out experiments.

Comments on specific questions

Question 1

(a) Most candidates were able to describe a method of ensuring that the centre of object P was placed
directly over the 10.0 cm mark on the rule. The most common method was to determine and mark
the position of the centre of object P and align this mark with the 10.0 cm mark on the rule. Another
method, often seen from stronger candidates was to ensure that the mean of the readings on the
metre rule on either side of object P was 10.0 cm.

(b) The use of the diagram to determine of the distance b between the centre of object Q and the pivot
presented no problem for most candidates. Despite the instruction to show their working, many
candidates did not do this and so could not earn credit for method.

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 Cambridge International General Certificate of Secondary Education
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Principal Examiner Report for Teachers

(c) Many candidates chose scales, such that the a-axis did not span at least half of the given grid. The
instruction that candidates did not need to start their graphs from the origin was very often not
followed.

There was some evidence of the use of scales that increased in inconvenient increments, such as
3 or 7. Choosing such scales makes the points much harder to plot and more difficult to clearly see.

There were many excellent, carefully drawn, best-fit lines produced by candidates. However, there
were many graphs where the attempt at a best-fit line was forced through the origin.

The most common sources of error were:

• missing labels and/or units on the axes
• a choice of scales which meant that the plotted points did not occupy at least half of the grid
• dots that were too wide, which made it difficult to judge the accuracy of the plotted point
• dot-to-dot lines, instead of a single best-fit line.

(d) As expected, candidates who drew a large triangle to determine the gradient of their graphs
obtained the most accurate values for the gradient of the line. In some cases, candidates gave no
clear indication on the graph of how the information to determine the gradient had been obtained,
despite the instruction given to do so.

(e) The use of the word ratio in this question confused many candidates. Candidates were required to
record the ratio R of the masses P and Q as a decimal expressed to a suitable number of
significant figures. Many candidates tried to convert their answers into a ratio, and this was nearly
always incorrect.

Question 2

(a) Candidates were required to annotate the given circuit diagram with an X to indicate a suitable
position to connect a variable resistor. Many candidates did not give an answer to this question.

(b) The values of current and potential difference were read correctly from the scales provided by most
candidates. Common incorrect answers were 0.22 A and 2.1 V.

(c) Most candidates calculated the resistance of the series combination of resistors correctly.
Occasionally the answer was incorrectly rounded. The unit ohm for resistance was well known.

(d) (i) The circuit for the rearranged components was usually drawn well. Correct electrical symbols were
expected, and candidates needed to avoid drawing lines through resistors and meters.
Occasionally, all three resistors were connected in series.

(ii) The value of the resistance of the new combination of resistors was usually calculated correctly.

(e) The calculation was usually correct. Most candidates gave their answers to a suitable number of
significant figures.

(f) (i) There were many good attempts to suggest how to use the apparatus provided to see if the three
resistors had the same values of resistance. Candidates who answered by taking each resistor
individually and measuring the current, voltage and then calculating and comparing the resistance
values were usually successful. Many candidates did not give sufficient detail and did not even
state what readings they would need to take.

(ii) The idea of experimental tolerances, and whether two measured quantities are close enough to be
considered equal was not well understood by most candidates. Generally, if the values differ by 5
per cent or less, the expected answer is “yes, they are the same”. If the values differ by more than
10 per cent the expected answer is “no, they are different”. Between the values of 5 per cent and
10 per cent, either answer is acceptable if it is qualified by a phrase, such as “yes, they are close
enough to be considered to be equal” or “no, they are too far apart to be considered to be equal”.

Question 3

© 2022
 Cambridge International General Certificate of Secondary Education
0625 Physics June 2022
Principal Examiner Report for Teachers

(a) (i) The measurements of the three distances from the diagram provided were usually calculated
accurately. Answers were expected to be given to the nearest millimetre, which was usually the
case, except for the length of distance y. Distance y was exactly 2 centimetres long, so candidates
were expected to record an answer of 2.0 cm. Only a minority of candidates did so and most wrote
2 cm.

(ii) Most candidates realised that the scaling factor was ×10 and correctly calculated the actual object
and image distances from the lens.

(iii) The calculation of focal length by substitution into the given equation was usually correct.

(b) The calculation of the average value of the focal length of the lens, from the two values already
calculated, proved to be challenging for many candidates. Many candidates tried to use the given
focal length formula again, instead of adding up their values and dividing by two.

(c) Some candidates did not focus on the precautions needed to ensure the accuracy of the readings,
as required. Many candidates wrote about the need to “line up” the object lens and screen, without
explanation or gave vague, unqualified references to parallax.

(d) Many candidates did not seem to realise that all they were being asked to do was to suggest a
suitable number of sets of readings that needed to be taken so that a graph could be plotted. Only
stronger candidates recognised that by drawing a graph, an average value of the focal length could
be obtained, or that any anomalous results could be identified and ignored or measurements
repeated.

Question 4

Most candidates obtained at least partial credit for describing how they would carry out the investigation. A
common omission here was to neglect to state that the insulating disc must be placed between the heated
metal cylinder and the lower metal cylinder.

The time for the lower cylinder to reach a certain temperature was the usual approach taken but a few
candidates opted for the temperature reached by the cylinder in a fixed time of heating.

Most candidates recognised the need to repeat the measurements for the other insulating discs. Often
candidates gave examples of the materials from which the insulating discs could be made. Such lists
included metals such as copper, aluminium and gold. There was evidence of confusion here between
conductors and insulators.

Most candidates were able to state one suitable variable they would need to keep constant while
investigating the effect of the different insulators. Many wrote about the size, volume or mass of the discs but
only a small proportion of candidates realised that it was the thickness of the discs that it was important here.
Many candidates referred to the same room temperature, which was not appropriate here, and often
irrelevant points such as the use of the same thermometer or stopwatch were seen.

The table was usually drawn correctly. Common errors were not including units in the headings or the
inclusion of named metals in the insulator column.

The conclusions were done well, but often the confusion between conductors and insulators arose again
here.

A common incorrect conclusion was that the disc which produced the greatest temperature rise in the metal
cylinder was the best insulator.

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