Title: 5054-04Nov07t25098.indd
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ATP GUIDEBOOK
# (Applicable for O Levels Physics 5054 a nd
# IGCSE Physics 06 25 )
# Made by
# Sir Muhammad Ahmed
# Alp ha Learning Gen eral Term inologies & Answer Specific ations:
# Errors:
Error is defined as the differen ce between the actual value and the
calculated value of any physical quantity.
There are 2 type s of er rors:
1. Systematic Error :
Systematic Er rors are those errors which occur due to the faults in the
instruments used during the experiments .
Some Examples Include:
Dead space in rulers
Broken edges of ruler
Using an improperly calibrated thermomete r
Zero Error (Positive and Negative )
Zero Error :
Zero error occurs when the instrument gives a false reading when the true
value of the measured quantit y is zero.
Some instances for Zero Er ror:
When zero on main scale doesn t coincide with zero on vernier scale
When zero on main scale doesn t coincide with zero on thimble scale
Dead space in rulers.
The needle on an ammeter failing to return to zero when no current
flows .
A top -pan balance showing a reading when there is nothing placed on
the pan Ther e are 2 types of Zero Errors:
1) Positive Zero error:
A positive zero error is when the zero mark on the vernier scale lies
ahead of the zero mark on the main scale in the closed position, i.e the
reading is greater than zero or positive. In simpler terms it causes the
values to be ov erstated.
To Rectify Positive Zero error:
Correct Value = Meas ured Value Zero Error
2) Negative Zero Error:
This error occurs when, on closing the screw gauge or Vernier caliper,
the zero of the secondary scale is behind the zero of the main scale.
This means that when the instrument is closed, the secondary scale
zero crosses the zero of the main scale . In simpler terms it causes the
values to be under stated.
To Rectify Negative Zero error:
Correct Value = Meas ured Value + Zero Error
Solution to Sy stematic Errors:
Identify and Change the Faulty instrument .2) Random Error :
Random error is the fluctuating error that differs from measurement to
me asurement. These errors are produced due to human reaction time,
fluctuations in the atmospheric conditions like temperature and even
pa rallax error.
Some instances of Random Er ror:
> 1) Human Error:
These errors arise from candidate mistakes, such as incorrectly
inputting reading s, responding to measurements with delays (human
reaction time ), or using instruments incorrectly.
Solution: Take Multiple readings and then take their average value .
2) Parallax Error:
Parallax error occurs when the candidate has not placed his line of
sight perpendicular to the reading.
Solution: To reduce/avoid parallax error , candidate must look at the
readings in such a way that his line of sight is perpendicular to the
reading.
Note: To remove random error s caused by fluctuations in atmospheric
cond itions you can take multiple reading s and then take an average. Graph Plotting :
Things to Remember while plotting Graphs:
1) Scale Chosen for the graph must be such that the plotted points cover
at least 75 percent of the graph.
> Not Acce ptable Acce ptable
2) The axis should be linear i.e. the change in the magnitude of property
per unit change in axis should remain the same. However, both the
axis can have different distributions.
Non -Uniform plotting Uniform Plotting
3) An easy scale/readable scale should be use d. Multiples of 2 and 5 are
pref erred. A void multiples of 3 .Mi ddle values are easily readable Middle values are no t easily readable
4) Axis should be labe lled in this format:
Symbol/ unit
e.g
L/cm
5) While plotting poi nts either use a x or .
6) Start the graph from the values instructed by the examiner. It is not
necessary to always ini tiate the graph from the origin i.e. (0,0).
Generally, the examiner marks the initial points on the graph himself .
7) Examiner will always instruct you to either draw line of best fi t or
curve of best fi t
A best f it l ine is a balanced line that has equal number of points above
and below it. Cur ve of Best fi t
8) While plotting the points remember these three thi ngs:
Make sure all observations are plotted
Plotted points must be accurate to better th an one half of a
small square of the graph grid.
Draw the graph with a thin and light pencil. ( But not too light )
9) While calculating gradient of a best fit line do remember these things:
Select two points that li e on the line
2 points taken should be far away that is they must cover at
least half of the gra ph
Draw a dotted triangle to show which point s you have taken. Gradient Acce ptable :
Points marked
Dotted triangle made
Points cover 50% of grap h
It is pref erred to label the points as ( x1,y 1) and ( x2,y 2)
Gradient not Acceptable :
Points don t cover ha lf of the grap h.
Ap ply Gradient s formula: 10) To cal culate the gradient of a curve :
Draw a tangent at the specific point where you want the
gradient
Take 2 points on the tangent that are fa r away
Apply gradient formula.
11) Dependent var iable comes on the y axis whereas indepe ndent variable
comes on the x -axis. Specific Tip s & Tricks for those appearing for Practical :
The number of observations to be made is given in the examination
and if it is not indicated use 6 re adings.
The range over which the readings are to be taken is usually spe cified in
the paper. It is expected that the candidate will take sensible intervals
between reading s.
For example:
If a Quantit y G is to be measure d the question may suggest .
For Six Value s of L between 30cm to 80cm , measure L
d/cm
Accep ta ble
(Equal
Intervals )
d/cm
No t Acceptable
(Non -un iform
intervals )
30 30
40 33
50 39
60 44
70 78
80 80
Co lumn Headings must include Quantity /Un it For Example d/cm
All the readings must have same number of decimal places
d/cm
Accep table
(all values are to
the same
decimal place )
d/cm
Not Acceptable
(as all values
have different
dec imal places. )
2.0 2
3.8 3.8
5.6 5.65
7.3 7.3
9.9 9.95
11.4 10.31 All the readings must have same number of significant figure s.
d/cm
Accep table
(All values have
the same
significant
figures )
d/cm
Not Acceptable
(Because
number of
significant
figures is
inconsistent
throughout)
3.0 2
4.0 3.8
5. 0 5.65
6.0 7.3
7.0 9.95
8.0 10.31 General Measurement Instruments:
Common Precaution while taking reading from instruments:
Avoid Parallax Error by making sure that the line of sight is perpendicular
to the reading.
Note : Digital meters/instruments are used to reduce parallax errors.
1. Ammeter:
Measures current
Has negligible resistance
Is always connected in series.
You can place an ammeter anywhere in t he series circuit and
it will give yo u the same reading because the current in series
remains constant.
Quiz Question: What happens if we place the ammeter in parallel?
2. Galvanometer:
Galvanometer is a very sensitive type of ammeter
It is used to measure small changes in current
Differenc e between Galvanometer and Ammeter:
Galvanometer has a o scale in the middle and the needle can
deflect in either direction. Also indicating the direction of current.
Ammeter has the zero at the extreme left/right side and deflection
can happen in only o ne direction. Hence, we cant calculate the
direction of current through ammeter. 3. Voltmeter:
It is used to measure potential
difference/emf/voltage across a resistor
It is connected in parallel.
It has infinite resistance.
Quiz Question: What happens if we place the volt meter in series ?
4. Meter Rule:
Th e meter rule is utilized for measuring straight tracks shorter than 1 meter.
When reading the measurement, ensure the ruler is viewed from above to
prevent any parallax e rrors.
5. Measuring Tape:
Used to measure lengths greater then 1m
Can measure both curved and straight surfaces
An instrument like a ruler will fail when it has to
measure a curved surface like the circumference
of a football but measuring tape could be used
in that scenario.
Important Tip: To ensure accuracy in the
measurements recorded by the tape, it's essential to maintain proper
tension to keep the tape tight. If there's any slack, it could result in an
increased measured length. 6) Measuring cylin der:
It is used to measure the volume of a liquid.
Measuring cylinders are also used in calculating the volume of
irregular shapes .
# Volume of irregular shaped object = V2 V1 While taking readings for colorless liquids from a measuring cylinder use
the lower meniscus.
The readings of the measuring cylinder can be either in m l or cm 3
Importan t Tip: While taking readings for colored liquids from a measuring
cylinder use the upper meniscus.
7) Set Square:
Set square is used to ensure that the object is perpendicular to the
surface.
Uses of set square:
Placed alongside the ruler to make sure that the ruler is
perpendicular When determining the diameter of a sphere or cylinder, set squares
are positioned alongside to ascertain which measurement on the
ruler aligns with the object's boundary.
Exam Tip: This method can be used to find the center of lens.
8) Protractor:
To measure the angle of an inclined plane, the protractor is positioned so
that its center aligns with the point of contact between the plane and the
base. Avoid Parallax errors.
9) Vernier Caliper:
Used to measure internal and
external diameter
Maximum reading = 20 cm
Accuracy/Least count of 0.1 mm
10) Micrometer screw gauge:
Measuring diameter
Measuring very small dimensions such as wire, threads, sheet
Accuracy/least count of
0.01mm Note: Fiducial marks are used to indicate a point on an object to identify
its position at different locations. It is marked on a thread to check the
extension of the wire or in front of a cart or rolling object to check its
location when the object comes to stop. Readings are then always taken to
and from that mark. Pendulum:
When the bob starts moving, first, it goes to the extreme position , it
comes back, and again goes to the extreme position of another end.
After oscillating from one end to another end gradually it comes to
rest and this position is known as the Mean position or the
equilibrium position of the oscillating object.
The oscillatory motion of a Simple pendulum is defined as the
periodic to and fro motion of the pendulum.
When the to and fro motion of the bob starts from one end and
comes back to t he same position, it is known as one oscillation of a
pendulum.
1) Time period:
The time taken to perform one complete oscillation is called time
period.
How to calculate time period of a simple pendulum?
(this method can be applied to any small measurement)
1) Measure the time for n number of oscillations e.g 10
2) This process is repeated multiple times e.g 5 to reduce random
error.
3) The average time for n number of oscillations is calculated as
follows:
= 1 + 2+ 3 + .
Note: You can calculate the time for 1 oscillation by dividing
# T =
# 10
Theoretical Formula for Time Period: (Not to be lear ned )
were ,
T = Time Period
L = Length of the P endulum
g = grav ita tional field s trength
This indicates that th e time period of a pendulum only depends upon
Len gt h and gravitational field strength.
2) Frequency :
The number of oscillations performed per second is called the frequency.
3) Amplitude:
The maximum displacement of the oscillating body from mean position.
For a pendul um the displacement from mean position to maximum height
is call ed its amplitude.
4) Length of the Pendulum ( L):
Length of a pendulum is measured from the edge of the thread to the
center of the pendulum bob. The center of the bob represents the center of
gravity, the point at which the whole weight of the body appears to act. 8
5054/04/M/J/07 UCLES 2007
4 The apparatus shown in Fig. 4.1 and in Fig. 4.2 is used in an experiment.
> 01N2345678910
> 01N2345678910
Fig. 4.1 Fig. 4.2 (a) (i) Name the measuring instrument in Fig. 4.1. ..................................................................................................................................... [1]
(ii) Use Fig. 4.1 to measure the weight W1 of the block in air.
W1 = ..................................................... N [1]
(iii) Use Fig. 4.2 to measure the apparent weight W2 of the block in water.
W2 = ..................................................... N [1]
(b) The length l in cm of one side of the cube is given by the formula
l 3 = 100( W1 W2).
Calculate the value of l.
l = ................................................... cm [1]
(c) Explain why it is important to measure W1 before measuring W2.................................................................................................................................................... ............................................................................................................................................. [1] Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2007 5054 04
> UCLES 2007
3 (a) quantities: temperature and time NOT temperature change units: oC and seconds (s) or minutes (min not m) [2]
(b) (i) y-axis labelled temperature or temperature change, x-axis labelled time (allow symbols for quantities)
(ii) correct curve shape for y-axis label
(iii) for y = temperature, values 90 o and 20 o marked on temperature axis, and line starts at 90 o, ends at 20 o
OR for y = temperature change, value 70 o marked on temperature change axis, and line from 0 to 70 o
unit required on axes labels or on values on axes ignore curve shape [3]
(c) temperature continuously changing / only one temperature at each time [1]
(d) any two clear practical details e.g. at least 1/3 thermometer immersed avoid parallax when reading thermometer (any explanation must be correct) use of two people heat above 90 o and start stopwatch as temp reaches 90 o
read from top of mercury meniscus mercury column in line with scale stir water large number of readings taken stopwatch close to thermometer external factors constant [2]
[Total: 8]
4 (a) (i) newton meter / spring balance / force meter
(ii) 4.6 to 4.9 1 dp only
(iii) 1.5 or 1.6 [3]
(b) 6.9 cm ecf (a) (ii) and (iii) NOT one sf [1]
(c) water on the block will change the weight / time needed to dry cube [1]
[Total: 5] 2
> 5054/04/M/J/07 UCLES 2007
1 A chain of paper-clips is suspended from a horizontal pin, as shown in Fig. 1.1.
side view fiducial marker front view pin
Fig. 1.1
The bottom paper-clip is pulled to one side and then released.
A student measures the time T for one oscillation of the chain of paper-clips, which is about 1 second.
To obtain an accurate value for T, the following instructions are supplied by the teacher.
Measure the time for more than one oscillation.
Repeat each reading several times.
Count the oscillations from the centre of the swing.
(a) (i) Suggest a suitable number of oscillations for each reading. number = ......................................................... [1]
(ii) Explain why this is a suitable number of oscillations. ........................................................................................................................................... ..................................................................................................................................... [1]
(b) Explain why it is important to repeat each reading. ................................................................................................................................................... ............................................................................................................................................. [1]
(c) Explain why it is important to count the oscillations from the centre of the swing. ................................................................................................................................................... ............................................................................................................................................. [1] 3
> 5054/04/M/J/07
[Turn over UCLES 2007
(d) The student removes several paper-clips from the chain and repeats the experiment. The following readings are obtained. number N of paper-clips in chain T / s 22 1.37 18 1.24 14 1.09 10 0.93 6 0.73
Suggest a reason why the smallest number of paper-clips in the chain is 6. ................................................................................................................................................... ............................................................................................................................................. [1]
(e) On the grid below, plot the graph of T on the y-axis against N on the x-axis. Draw a smooth curve of best fit. [4] Page 2 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2007 5054 04
> UCLES 2007
1 (a) (i) 10 to 20 oscillations [1]
(ii) T too small / time measured larger / gives time on stopwatch about 10s / not too long to take readings / large number may lose count / error in T is 1/N error in t / good comment on reaction time NOT just makes T more accurate [1]
(b) check for error in timing/ practice increases competence / average gives more accurate time / increases sf in T [1]
(c) paper clip moving fastest / time when passing fiducial marker NOT makes T more accurate [1]
(d) oscillations too fast to count/ time too small to measure [1]
(e) axes, correct way round, labelled quantity and unit scales; more than page, sensible 5 points plotted accurately + small square best fit curve drawn, neatly [4]
[Total: 9]
2 (a) (i) normal drawn perpendicular to mirror where ray arrives [1]
(ii) 59 o to 60 o unit required [1]
(b) (i) reflected ray drawn accurately from mirror and through P 3 and P 4 [1]
(ii) reflected ray drawn accurately from mirror and through P 5 and P 6 [1]
(iii) 40 + 1 [1]
(iv) 2 ecf (b) (iii) / 20 no unit [1]
(v) repeat experiment for different value of z additional detail, e.g. compares new c to original c at least two additional values of z plots graph of y against z [2]
[Total: 8] 2
> 5054/04/M/J/08 UCLES 2008
> For Examiners Use
1 A student investigates the maximum height a ball reaches after bouncing on a hard surface.
Fig. 1.1 shows the apparatus used.
> 10 cm 20 30 40 50 60 70 80 90 100
hard surface ball metre rule
Fig. 1.1 (a) The ball is dropped from a height of 1.00 m above the hard surface.
State which part of the ball should be used when measuring its height above the surface. ..................................................................................................................................... [1]
(b) After the first bounce, the ball reaches a maximum height of 0.66 m.
On Fig. 1.1,
(i) draw the ball at a height of 0.66 m,
(ii) mark where you would position your eye to measure this height. [2]
(c) Explain
(i) why the maximum height h of the ball after the first bounce is difficult to measure,
..................................................................................................................................
............................................................................................................................. [1]
(ii) how this height can be measured more accurately by two students working together.
..................................................................................................................................
............................................................................................................................. [1] 3
> 5054/04/M/J/08 UCLES 2008
[Turn over
> For Examiners Use
(d) The value of h can be estimated using the time t between the ball being released and it reaching the top of the first bounce.
The students measure t five times. The values obtained are: 0.84 s 0.81 s 0.85 s 0.83 s 0.80 s
(i) Calculate the average value of t.
Give your answer to a suitable number of significant figures.
t = s [1]
(ii) An approximate value of h is given by
h = (2.21 t 1) 2.Calculate h using this relationship.
h = m [1]
Question 1 continues on page 4 4
> 5054/04/M/J/08 UCLES 2008
> For Examiners Use
(e) The ball is allowed to bounce several times. The maximum height h after each bounce is measured and recorded in the table of Fig. 1.2. number of bounces N h / m 0 1.00 1 0.66 2 0.45 3 0.32 4 0.21
Fig. 1.2
On Fig. 1.3, plot the graph of h on the y-axis against the number of bounces N on the
x-axis. Start your axes from the origin. Draw the curve of best fit. [4]
Fig. 1.3 5
> 5054/04/M/J/08 UCLES 2008
[Turn over
> For Examiners Use
(f) Describe the relationship between N and h........................................................................................................................................... ..................................................................................................................................... [1]
(g) Use your graph to estimate the total number of bounces N T before h becomes zero.
N T = [1] Page 2 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2008 5054 04
> UCLES 2008
1 (a) bottom/lowest part [1]
(b) (i) ball drawn at 0.66 m on ruler by eye OR ecf (a) allow radius/diameter as centre of ball (1)
(ii) eye marked level with ball looking toward ball and ruler ecf (b)(i) (1) [2]
NOT eye between ruler and ball
(c) (i) cannot view drop position and bounce height at same time/ reference to speed changing or short time ball at highest point/ parallax error due to distance between ball and ruler [1]
(ii) one drops ball, other measures height (from correct level) [1]
ignore repeat and average allow throw for dropping NOT both read height then find average NOT measuring time/use a stopwatch
(d) (i) 0.83 cao [1]
(ii) 0.68 to 0.70 (without checking working) ignore sf and rounding errors allow 0.7 ecf (d)(i) (check working) [1]
(e) axes: quantity and unit labelled and both correct way round (1) scales: more than page, sensible, from (0,0) (1) allow 2 cm = 0.2 m or 0.25 m and 2 cm = 1 bounce points plotted accurately within square (1) best fit curve drawn, neatly (1) [4]
(f) N increases h decreases/inverse relationship [1] allow inversely proportional/negative correlation
(g) whole number in range 7 to 15 [1] allow e.g. 7.0
[Total: 13] 5
> 5054/42/M/J/10 UCLES 2010
[Turn over 2 Fig. 2.1 shows a wooden metre rule with small holes drilled through it. 10 0 20 30 40 50 60 70 80 90 100 holes
Fig. 2.1
The metre rule is suspended from the hole at 5.0 cm so that it can swing freely, as shown in Fig. 2.2.
Fig. 2.2
The rule is made to swing from side-to-side and the time T for one complete swing is determined.
(a) Describe three experimental techniques used to obtain an accurate value for T.1. ............................................................................................................................................... ................................................................................................................................................... 2. ............................................................................................................................................... ................................................................................................................................................... 3. ............................................................................................................................................... ................................................................................................................................................... [3] 6
> 5054/42/M/J/10 UCLES 2010
(b) The distance d between a hole and the zero end of the rule is varied, by suspending the rule from different holes.
The time T is determined for each value of d.
The results are recorded in the table of Fig. 2.3.
d / cm T / s 5.0 1.61 10.0 1.57 20.0 1.52 30.0 1.58 40.0 1.91
Fig. 2.3 (i) Describe how T varies with d............................................................................................................................................ ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... [2]
(ii) Suggest the value of T for d = 95.0 cm.
T = .................................................. [1]
(iii) Suggest why T was not measured for d = 50.0 cm. ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... [1] Page 2 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2010 5054 42
> UCLES 2010
1 (a) to obtain uniform temperature/heat spread (uniformly) throughout oil B1 [1]
(b) temperature increase is slow/temperature change small/heats up slowly/ oil doesnt become too hot/prevent overheating oil has low specific heat capacity/heats up quickly/oil has high boiling point/ higher boiling point than water/above 110 C/may break thermometer B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit B1 scales: more than page, sensible 2 cm 2 s and 2 cm 10 C B1 points plotted accurately to within small square; dots Y small square B1 reasonable attempt at smooth curve of best fit neatly drawn B1 [4]
(ii) if line on graph not extrapolated to 80 C 13.3 s 0.2 s unit required if reasonable extrapolation, correct value read from graph unit required B1 [1]
(iii) 110 C/100 C unit required B1 [1]
(d) temperature of oil will have changed/decreased B1 [1]
(e)
using two people to take the measurements B1 pouring the oil quickly after taking its temperature B1 [2]
[Total: 11]
2 (a) time several/ N oscillations (allow 5 Y N Y 40 if value given) and divide by N B1 repeat reading and average B1
any one from view perpendicular to swing time from centre/use fiducial marker/view at bottom of ruler/where speed max smooth swings/same amplitude B1 [3]
(b) (i) initially T decreases (as d increases) B1 (then) T increases (as d increases) B1 [2] minimum T at d = 20 cm scores 2 allow just T increases for one mark
(ii) 1.58 to 1.70 (s) unit NOT required B1 [1]
(iii) at centre of mass of ruler/no moment/in equilibrium/balanced/does not move ruler will not oscillate/swing ruler spins/rotates
T too large/very large B1 [1]
[Total: 7] 5
> 5054/42/M/J/12 UCLES 2012
[Turn over 2 A student uses a pendulum to obtain a value for the acceleration of free fall g.
Fig. 2.1 shows the pendulum hanging from a fixed support. bench support string pendulum bob
Fig. 2.1 (not to scale)
(a) The length l of the pendulum is measured from the support to the centre of mass of the bob.
(i) On Fig. 2.1, mark and label the length l of the pendulum. [1]
(ii) Describe a method of measuring l accurately. ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[1]
(b) Three measurements are taken of the time for 20 complete swings of the pendulum.
Explain how to find the average time T for one complete swing. ................................................................................................................................................... ...............................................................................................................................................[1]
(c) The value obtained for l is 0.450 m and for T is 1.33 s.
Using the relationship
g = 42l
T 2
calculate a value for g. Give your answer to 3 significant figures.
g = ........................................... m / s 2 [2]
(d) Suggest an improvement to this experiment. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1] Page 3 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2012 5054 42
> University of Cambridge International Examinations 2012
2 (a) (i) length marked accurately from support to centre of bob B1 [1]
(ii) measuring instrument stated
and additional detail how it is used e.g. add measured diameter bob mark string (at correct length) measure from support to top and bottom of bob then average vertical rule + set-square described or drawn B1 [1]
(b) times 60 explained/correct equation B1 [1]
(c) 10(.043) C1 10.0 (m/s 2) A1 [2]
(d) repeat for different value(s) of length (and average) B1 [1]
[Total: 6]
3 (a) (i) A and B in series with cell and switch B1
C labelled and in parallel with cell B1 [2]
(ii) voltmeter across A B1 [1]
(b)
Both lamp X and lamp Y are faulty Only lamp X is faulty Only lamp Y is faulty The cell is running down
A connecting lead from the cell is broken The current in lamp X and lamp Y is too small
B2 [2]
[Total: 5] 6
> 5054/42/M/J/13 UCLES 2013
> For Examiners Use
3 Fig. 3.1 shows a bottle with a solid glass stopper. bottle solid glass stopper
Fig. 3.1 (a) (i) Describe a laboratory experiment to determine the volume of the glass stopper.
In your answer, state clearly
the equipment used,
the readings taken,
how the volume is calculated. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [3]
(ii) Describe one way to make the measurement of the volume accurate. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [1]
(b) To determine the density of the glass in the stopper, one more quantity must be measured. State the name of this quantity and the instrument used to measure it. quantity: .................................................................. measuring instrument: .................................................................. [1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2013 5054 42
> Cambridge International Examinations 2013
2 (a) (i) line from (5, 500) to (15, 1000) B1 line to (22, 1000) or
line horizontal for 7 minutes at 1000 m B1 line to (25, 1500) B1 [3]
(ii) 1500 m or 1.5 km cao unit required B1 [1]
(b) use of pedometer measure one pace and count paces tape measure with repeated use described use of trundle wheel B1 [1]
(c) find/measure gradient and
where steepest/largest gradient B1 [1]
[Total: 6]
3 (a) (i) using measuring cylinder using displacement can
measuring cylinder stated measuring cylinder stated B1 initial reading fill can to spout + immerse object + immerse object B1 new reading + find difference find volume of water collected B1 [3]
(ii) sensible suggestions e.g. repeat (measurement of volume) and average avoid parallax reading measuring cylinder or
eye line/line of sight perpendicular to scale/reading view level with lower meniscus avoid splashing B1 [1]
(b) mass cao and balance B1 [1]
[Total: 5] 2
> 5054/42/M/J/14 UCLES 2014
1 A student investigates a floating wooden rod.
The wooden rod is placed in a tall beaker. A rubber band around one end of the rod makes it float vertically, as shown in Fig. 1.1. water rod rubber band tall beaker
Fig. 1.1 (not to scale)
(a) (i) On Fig. 1.1, mark and label the length l of the rod above the water. [1]
(ii) Explain why it is difficult to measure l............................................................................................................................................ .......................................................................................................................................[1]
(iii) Describe a method of measuring l accurately. ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2]
(b) The student increases the number N of rubber bands on the bottom of the rod and measures
l for each value of N. Fig. 1.2 shows the students results.
N l / cm 1 8.5 3 6.8 5 5.1 7 3.5 9 1.6
Fig. 1.2 3
> 5054/42/M/J/14 UCLES 2014
[Turn over (i) On Fig. 1.3, plot the graph of l /cm on the y-axis against N on the x-axis.
Start your graph from the origin. Draw the line of best fit. 0 0[4]
Fig. 1.3 (ii) Describe the relationship between l and N............................................................................................................................................ .......................................................................................................................................[2] 4
> 5054/42/M/J/14 UCLES 2014
(iii) Use the graph to estimate the smallest number of bands needed to sink the rod. number of bands = ...........................................................[1]
(c) Explain why it is important to use identical rubber bands. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1] Page 2 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2014 5054 42
> Cambridge International Examinations 2014
1 (a) (i) correct length clearly marked [B1]
(ii) any one from [B1]
rod moves in the water does not float vertically sides of the beaker obstruct clear explanation of why parallax error occurs here
(iii) Practical method stated, e.g. [C1] 1. mark water level on stick 2. mark scale on stick 3. ruler held in clamp / close to beaker / close to rod 4. length measured using a caliper Clear practical detail, e.g. [A1] 1. + remove and measure 2. + before placing in water / note water level 3. + view perpendicularly / subtract two readings 4. + depth measurer on caliper
(b) (i) axes labelled quantity and unit [B1] scales linear y-axis: 2 cm 1 cm [B1]
x-axis: 2 cm 2
points plotted accurately within small square [B1] best fit straight line drawn [B1]
(ii) negative gradient / decreases as N increases inverse relationship [B1] N l linear / straight line / constant gradient [B1]
(iii) 11 [B1]
(c) any one from
same mass / weight [B1] mass / weight increases by same amount each time fair test / fair comparison
[12] 2
> 5054/42/M/J/16 UCLES 2016
1 A student investigates the oscillations of a metre rule.
(a) The student starts by supporting one end of a heavy rod using a stand, boss and clamp.
Fig. 1.1 shows how he assembled the apparatus.
rod clamp boss stand bench
Fig. 1.1 (i) Explain why this is not the best way to assemble one stand, boss and clamp to support a heavy rod. .......................................................................................................................................[1]
(ii) In the space to the right of Fig. 1.1, sketch a better way of assembling this apparatus. [1]
(b) Two clamps are used to support the rod horizontally, about 60 cm above the bench, as shown in Fig. 1.2.
bench clamp clamp rod
Fig. 1.2
The student is given a metre rule and two set-squares to check that the rod is horizontal.
(i) Draw on Fig. 1.2 to show how the apparatus is used. [1]
(ii) Explain how he can tell that the rod is horizontal. ........................................................................................................................................... .......................................................................................................................................[1] 3
> 5054/42/M/J/16 UCLES 2016
[Turn over (c) The student suspends the metre rule from the rod using two pieces of thread of equal length.
A half-metre rule is placed on the bench, under the metre rule, so that the end A of the metre rule is above the 0 cm end of the half-metre rule, as shown in Fig. 1.3.
bench clamp clamp rod 10 cm 5 cm half-metre rule thread thread metre rule A
Fig. 1.3 (i) Describe how the student can check that the end A of the metre rule is exactly above the 0 cm end of the half-metre rule. ........................................................................................................................................... .......................................................................................................................................[1]
(ii) The metre rule is moved to the left until the end A is above the 10 cm mark on the half-metre rule. It is then released. As the metre rule swings, the amplitude of the swing decreases.
The student counts the number N of swings until end A no longer passes the 5 cm mark on the half-metre rule. He repeats this several times and his results are shown below. 53 55 52 51 53
Calculate Nav , the average value of N.
Give your answer to 2 significant figures.
Nav = ...........................................................[1]
(d) The student is given one square piece of card of side l. He attaches the centre of the card to the end A of the metre rule with a small piece of Blu-tack, as shown in Fig. 1.4.
l
card Blu-tack metre rule A
Fig. 1.4 4
> 5054/42/M/J/16 UCLES 2016
The value of l is 19.0 cm.
The student repeats the experiment in (c) to obtain a value for Nav .
He then cuts the card to make the square smaller and repeats the experiment with smaller values of l. Fig. 1.5 shows the students results.
l / cm Nav 19.0 315.0 611.0 12 7.0 22 3.0 35 0
Fig. 1.5 (i) Complete Fig. 1.5 by recording your value for Nav from (c)(ii) for l = 0.
(ii) On Fig. 1.6, plot the graph of l / cm on the y-axis against Nav on the x-axis.
Start your axes from (0,0). Draw the smooth curve of best fit.
(iii) The graph shows that as l decreases, Nav increases.
Two quantities x and y are inversely proportional if they obey the equation
x = k
y ,
where k is a constant.
By taking two pairs of values from the graph, show that Nav is not inversely proportional to l............................................................................................................................................ ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2]
(iv) Suggest why the student starts with l = 19 cm and then reduces l, rather than starts with
l = 3 cm and then increases l............................................................................................................................................ ........................................................................................................................................... .......................................................................................................................................[1] 5
5054/42/M/J/16 UCLES 2016 [Turn over
00
Fig. 1.6
[4] Page 2 Mark Scheme Syllabus Paper Cambridge O Level May/June 2016 5054 42
> Cambridge International Examinations 2016
1 (a) (i) (clamp) may topple / fall / tilt / bend / turn / become less stable / become unbalanced / move clockwise (to the right) B1
(ii) sketch showing rod turned around the other way B1
(b) (i) rule vertical (by eye) with two set squares correctly used B1
(ii) height (above bench) at two places same B1
(c) (i) use of vertical ruler / set square / plumb line B1
(ii) 53 cao B1
(d) (i) axes labelled quantity on both axes and unit on y-axis only and axes correct way round B1 scales linear, not awkward, start from (0,0) B1 points plotted accurately B1 smooth best fit curve drawn B1
(ii) l Nav seen for one pair of values from graph or table B1
two correct values of xy calculated and not equal comment B1
(iii) less card used B1 can use just one piece of card o.r.a
2 (a) (i) P marked at centre of AB B1
(ii) correct normal at P B1
(iii) ray accurately drawn at 40 to normal B1
(b) use of ray box / pins / crosses / pencil dots to mark incident ray B1 mark emergent ray with pins / crosses / pencil dots B1 emergent ray drawn through crosses / dots to prism B1
ray drawn through prism to join incident and emergent rays B1 8
> 5054/42/M/J/16 UCLES 2016
3 A group of students measures forces using a set of bathroom scales.
(a) One student measures his weight by standing on the scales, as shown in Fig. 3.1.
0N500 100 200 300 400 900 800 700 600
Fig. 3.1 Fig. 3.2
Fig. 3.2 shows the reading on the scales when the student is standing still.
(i) State the weight of the student. weight = ...........................................................[1]
(ii) Explain why the student needs to stand still on the scales. ........................................................................................................................................... .......................................................................................................................................[1]
(iii) Explain why it is more accurate if the student takes the reading from directly above the scale. ........................................................................................................................................... .......................................................................................................................................[1]
(b) Two students use the scales to measure the maximum friction force between a bench and a heavy box. One student places the scales against the side of the box, as shown in Fig. 3.3.
bench box scales
Fig. 3.3
He pushes the scales with both hands and the other student notes the reading on the scales when the box just starts to move. 9
> 5054/42/M/J/16 UCLES 2016
[Turn over (i) Explain why it is important that the student pushing the box increases the force slowly. ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[1]
(ii) Suggest a reason why the student places the box near the edge of the bench. ........................................................................................................................................... .......................................................................................................................................[1] 10
> 5054/42/M/J/16 UCLES 2016
4 Fig. 4.1 shows an empty large reel that was used to hold ribbon.
reel central cylinder
Fig. 4.1
The central cylinder has a diameter of about 3 cm.
Two students use different methods to find the diameter of the central cylinder.
(a) One student uses a ruler and the apparatus shown in Fig. 4.2 when finding the diameter. The distance between points A and B changes as the screw is turned.
ABscrew
Fig. 4.2
Describe how the student measures the diameter. ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1] 11
> 5054/42/M/J/16 UCLES 2016
(b) The other student measures the diameter using only the following apparatus: metre rule, pencil, Blu-tack, one metre of thin thread.
Describe clearly how she can find an accurate value for the diameter. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[4] Page 3 Mark Scheme Syllabus Paper Cambridge O Level May/June 2016 5054 42
> Cambridge International Examinations 2016
3 (a) (i) 540 N c.a.o unit required B1
(ii) moving changes the reading so reading is steady / does not change / needle is stable B1
(iii) avoids parallax error (or described) B1
(b) (i) to get largest reading reading just before it changes / starts to move little time to take reading B1
(ii) to reach the box (so he can push it) B1
4 (a) apparatus just fits across diameter, and B1
(b) wind thread around cylinder B1 wind n times where 3 n 10 B1 measure length l of string B1 diameter = l / n B1 2
> 5054/42/M/J/15 UCLES 2015
1 Two students decide to mark out a 100 m length to use as a running track on a school field.
(a) One student decides to measure the average length of one of his strides and then pace out 100 m. The student is shown walking in Fig. 1.1.
Fig. 1.1 (i) On Fig. 1.1, mark and label the length l of one stride. [1]
(ii) Estimate a value for the length l of the stride of the student.
l = ...........................................................[1]
(iii) Using your value for l, calculate the number of strides the student takes when walking 100 m. number of strides = ...........................................................[1]
(b) The second student uses a trundle wheel, as shown in Fig. 1.2. The circumference of the wheel is 50.0 cm and the wheel makes a click each time it turns once. 50 60 70 80
> 9010 20 30 40 0cm
trundle wheel trundle wheel
Fig. 1.2 (i) Explain how a trundle wheel is used to measure the distance of 100 m for the track. ........................................................................................................................................... .......................................................................................................................................[1]
(ii) Explain why this is a more accurate method of measuring a distance of 100 m than the method in (a) ............................................................................................................................................ .......................................................................................................................................[1] Page 2 Mark Scheme Syllabus Paper Cambridge O Level May/June 2015 5054 42
> Cambridge International Examinations 2015
1 (a) (i) line marked from one shoe to same point on other shoe B1
(ii) 40 to 90 cm OR 0.4 to 0.9 m max 2 sf unit required B1
(iii) 100 / (a)(ii) in m OR 10 000 / (a)(ii) in cm B1
(b) (i) (push along ground and) count 100 / 200 clicks / turns B1
(ii) sensible comment, e.g. B1 length of step / stride may vary / each click exactly 50 / 100 cm / stride length only an estimate
[Total: 5]
2 (a) (i) 1.268 seen C1 1.27 s c.a.o. unit required A1
(ii) large variation in raw data / data to 2 d.p. time to fall varies B1
(iii) allows time for parachute to inflate / larger times / more B1 repeatable / minimises percentage error in the time /
minimises the effect of (human) reaction error
(iv) 441(.0) cm 2, c.a.o. unit required correct precision B1
(v) largest square from A4 sheet of paper / B1 sheet 21 (cm) wide / if greater area used, it wont be a square
(b)(i)(ii) 441 and 1.27 in table with no unit ecf (a)(i) B1 400, 324, 256, 196, 144 c.a.o. ecf B1
(iii) axes: correct way round, labelled quantity and unit B1 scales: more than grid, linear, not awkward B1 no scales of 3, 7 etc. points plotted accurately within small square B1 best fit straight line drawn B1
(iv) time needed to fall with no parachute B1
[Total: 13] 2
> 5054/04/O/N/04
1 The apparatus shown in Fig. 1.1 is to be used to determine a value for the average diameter of the wire on the reel.
Fig. 1.1
The wire is flexible and its average diameter d is about 0.8 mm. Describe how you would use the apparatus to obtain an accurate value for d. In your answer, you should
(a) state the procedure you would use,
(b) state what measurements you would make,
(c) explain how you would make the measurements to obtain an accurate value for d,
(d) show how you would calculate the value of d,
(e) explain why your method gives an average value for d.You may write on page 3 and you may draw diagrams if you wish. [6]
Plasticine reel of thin wire metre rule graduated in millimetres
> For Examiners Use
> UCLES 2004 Page 1 Mark Scheme Syllabus Paper O LEVEL NOVEMBER 2004 5054 4
> University of Cambridge International Examinations 2005
1 Accept answers from text or drawing
Method 1. Turns, N>1, on rule
(a) Chosen method is evident from diagram or text. B1
(b) Uses two readings, accept zero if stated or on diagram, also accept x,and N, text or diagram B1
(c) (i) Some method to prevent the wire moving, use plasticine or tight coils, on diagrams accept blobs to mean plasticine. B1
(ii) How to avoid parallax/coils close/tight together/accept d = d/N (as calc) here. B1
(d) Text or equation d = x/N B1
(e) Each turn has contributed/average of N turns, also accept
d = d/N is an average /no wire will have a constant diameter. B1
{6}
Method 2. N Turns on the reel
(a) Accept statement if x within end stops of reel and N mentioned. B1
(b) Even if method 2(a) not awarded; Uses two readings, accept zero if stated or on diagram, also accept x, and N, text or diagram B1
(c) (i) Some method to prevent the wire moving, use plasticine or tight coils, on diagrams accept blobs to mean plasticine. B1
(ii) How to avoid parallax/coils close/tight together/accept d = d/N (as calc) here/rule close to reel B1
(d) Text or equation d = x/N B1
(e) Each turn has contributed/average of N turns, also accept
d = d/N is an average /no wire will have a constant diameter. B1
{6}
Method 3. Misreading of Question, Measurement of diameter of the reel by using a loop of wire.
(a) Length of loop of wire identified/or loop remade on bench/do not accept use of end stops B1
(b) Length of loop measured B1
(c) (i) Some method to prevent the wire moving, use plasticine B1
(ii) How to avoid parallax/use a second loop or more B1
(d) Uses d = c/ B1
(e) Using two wires gives an average/no loop is a perfect circle. B1
{6}
Method 4. Using more than one piece. {Do not accept use of holes} (a) Several lengths of wire and rule mentioned B1
(b) Some detail how rule is used to measure d, e.g. wires place across rule etc. B1
(c) (i) How wires fixed B1
(ii) How to avoid parallax when taking one reading. B1
(d) Explains how d is obtained from more than one measurement. B1
(e) Each piece of wire has contributed/say the method using wires and gives average. B1
{6} 3
> 5054/04/O/N/06
[Turn over
> For Examiners Use
> UCLES 2006
2 A pendulum hangs from two wooden blocks as shown in Fig. 2.1. A wooden rod is fixed so that it just touches the string of the pendulum when it is hanging vertically. The pendulum bob is pulled to point A and then released. As it swings, the string makes contact with the rod for part of the swing.
two wooden blocks two wooden blocks fixed wooden rod fixed wooden rod bench bench front view side view A
Fig. 2.1
In the experiment, the height h of the centre of the wooden rod above the bench is varied. The time t for one complete oscillation is obtained for each value of h.
(a) On Fig. 2.1, mark accurately
(i) the height h, [1]
(ii) where the students eye should be positioned when measuring t. [1]
(b) (i) Describe how the student could ensure that the wooden rod is horizontal. You may draw on the diagram if you wish. ................................................................................................................................. ............................................................................................................................ [1]
(ii) Suggest why the wooden rod should be horizontal. ................................................................................................................................. ............................................................................................................................ [1]
(c) The value of t is approximately 1 s. Describe how the student could obtain precise values for t.......................................................................................................................................... .................................................................................................................................... [1]
Question 2 continues on page 4 4
> 5054/04/O/N/06
> For Examiners Use
> UCLES 2006
(d) The readings obtained by the student are shown in Fig. 2.2.
Fig. 2.2
On the grid below, plot a graph of t on the y-axis against h on the x-axis. Start your graph at t = 0.8 s and h = 0. Draw the best fit curve. [4]
10 0.90
h / cm t / s 40 1.26 35 1.22 30 1.18 25 1.12 20 1.05 15 0.98 5
> 5054/04/O/N/06
[Turn over
> For Examiners Use
> UCLES 2006
(e) Describe the relationship between h and t.......................................................................................................................................... .................................................................................................................................... [2]
(f) Use the graph to determine the value of h when t = 1.00 s. Show on the graph how you obtained your answer.
h = ................................................ [1] Page 2 Mark Scheme Syllabus Paper GCE O LEVEL - OCT/NOV 2006 5054 04
> UCLES 2006
Penalise incorrect or missing units once per question
1 (a) (i) 27.8 cm 3 indicated in some way [1]
(ii) parallax error (not in length) / splashing / misreading scale / incorrect recording / finger in water / initial water in container [1]
(iii) Any evidence of averaging given volumes seen 24.65 (cm 3) accept 24.6 / 24.7 ignore sf ecf (a) (i) [2]
(b) l3 = average V/0.433 or l = 3(V/0.433) 3.85 cm 3 sf only ecf (a) (iii) [2]
[Total 6]
2 (a) (i) h marked from bench to rod [1]
(ii) eye indicated between bench and rod viewed from side on RH diagram or on string/bob/rod on LH diagram [1]
(b) (i) measures height from bench at both ends / uses ruler and set square / uses protractor or set square and string / uses (spirit) level [1]
(ii) makes h or t or experiment more accurate [1]
(c) measures n or more oscillations (n 10) (and t = total time/n) not repeating experiment [1]
(d) axes: correct way round, labelled quantity and unit scales: more than grid, sensible, linear points: plotted accurately (within square) and neat line: best fit smooth curve within range of points, neat [4]
(e) as h increases, t increases at a decreasing rate / gradient decreases / not (directly) proportional / not linear [2]
(f) 16.5 cm 0.5 cm ecf (d) [1]
[Total 12] 8
> 5054/42/O/N/12 UCLES 2012
> For Examiners Use
3 A student investigates the behaviour of a pendulum.
Fig. 3.1 shows the pendulum hanging from a fixed support. string support pendulum bob mass m
Fig. 3.1
The mass of the pendulum bob is m.
The student measures the time t for 10 complete swings of the pendulum for different values of m.
She starts with m = 20 g and increases m in 20 g steps up to 100 g.
The values obtained for t, in order, are 16.32 s, 16.28 s, 16.38 s, 16.44 s, 16.35 s.
(a) In the space below, draw a table of results for this experiment. [3] 9
> 5054/42/O/N/12 UCLES 2012
[Turn over
> For Examiners Use
(b) Using the results from the table,
(i) comment on whether m affects t,.................................................................................................................................. ............................................................................................................................ [1]
(ii) suggest further readings the student can take so that a more reliable comment can be made. .................................................................................................................................. ............................................................................................................................ [1] 8
> 5054/42/O/N/14 UCLES 2014
4 A student is given a cylindrical 250 cm 3 beaker.
He is asked to find the outside diameter of the beaker.
The other apparatus available is shown below. Apparatus List
two half-metre rules marker pen 30 cm ruler pencil 2 m thin string scissors 2 m thick string Blu-Tack plain paper Sellotape blocks of wood lined paper
(a) Describe in detail how the student can obtain an accurate value for the outside diameter of the beaker. In your account you should state the equipment used, explain how the equipment is used, state any readings taken, explain how the value for the diameter is obtained, describe how to make the measurement accurate. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[5]
(b) Suggest one reason why it is more difficult to measure the internal diameter of the beaker. ................................................................................................................................................... ...............................................................................................................................................[1] Page 3 Mark Scheme Syllabus Paper Cambridge O Level October/November 2014 5054 42
> Cambridge International Examinations 2014
(d) large triangle used on graph ( [ drawn line) and attempt at correct calculation C1 0.58 to 0.64 penalise if not 2 significant figures A1 [2]
allow ecf from graph
[Total: 12] 3 (a) both first bands red and both second bands yellow B1 black, orange in third band spaces in correct order B1 [2] (b) (i) parallel B1 [1]
(ii),(iii) any two correct combinations B1 three correct combinations B1 E marked correctly B1 [3]
[Total: 6]
4 (a) maximum 3 marks for drawing round bottom of beaker equipment used stated B1 how equipment used explained B1 readings taken stated B1 how diameter is obtained explained B1 one accuracy detail B1 [5] (b) any one from:
cannot fit ruler inside beaker
cannot use string inside beaker cannot draw (internal) circle inside beaker B1 [1]
[Total: 6] 7
> 5054/42/O/N/15 UCLES 2015
[Turn over 2 A group of students is asked to determine the diameter of a large inflatable beach ball.
One student uses a long piece of string to find the circumference of the ball. He then calculates the diameter.
Fig. 2.1 shows the student with the beach ball.
Fig. 2.1 (not to scale)
(a) Suggest one practical difficulty in measuring the circumference of the ball. ................................................................................................................................................... ................................................................................................................................................... .............................................................................................................................................. [1]
(b) (i) Describe a different method that another student may use to measure directly the diameter of the beach ball. You may include a diagram in your answer. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ...................................................................................................................................... [2]
(ii) Suggest two ways in which the student in (b)(i) can make the measurement of the diameter accurate. 1 ........................................................................................................................................ ........................................................................................................................................... 2 ........................................................................................................................................ ........................................................................................................................................... [2] 8
> 5054/42/O/N/15 UCLES 2015
3 The length of a school laboratory is between 5 m and 6 m. Three students A, B and C are asked to measure the length of the laboratory.
(a) Student A is given two metre rules. Describe how he can use these to measure the length of the laboratory. ................................................................................................................................................... ................................................................................................................................................... .............................................................................................................................................. [1]
(b) Student B is given a 10 m flexible tape, as shown in Fig. 3.1.
Fig. 3.1
Describe how he can use the tape to measure the length of the laboratory. ................................................................................................................................................... .............................................................................................................................................. [1]
(c) Student C is given an electronic measuring device, as shown in Fig. 3.2.
The manufacturers claim that the device is accurate to 0.5 mm and has a range of 60 m.
electronic measuring device red laser light
Fig. 3.2 9
> 5054/42/O/N/15 UCLES 2015
[Turn over
The device emits pulses of laser light that reflect from the opposite wall of the laboratory and return back to the device. It measures the time taken for a pulse to return. The device calculates the distance to the wall using the time taken for the pulse to return.
(i) State one piece of additional information needed by the device to calculate this distance. ...................................................................................................................................... [1]
(ii) Suggest a reason why the device uses visible light rather than infra-red radiation. ........................................................................................................................................... ...................................................................................................................................... [1]
(iii) Describe how student C uses the device to measure the length of the laboratory. ........................................................................................................................................... ...................................................................................................................................... [1]
(iv) Suggest one disadvantage of using the electronic measuring device. ...................................................................................................................................... [1] Page 2 Mark Scheme Syllabus Paper Cambridge O Level October/November 2015 5054 42
> Cambridge International Examinations 2015
1 (a) use of distant object and screen B1
(b) (i) u marked correctly B1
D marked correctly B1
(ii) 96.3 cm unit required B1
(iii) avoid parallax in reading (ruler) / view perpendicularly lens / screen close to ruler use darkened room check for zero error clamp ruler move screen ( not lens) backwards and forwards (until sharp image found) object and lens same height (above bench) object and lens and screen perpendicular to bench / vertical B1
(c) (ii) axes correct way round, labelled quantity and unit B1 scales linear, sensible B1 points plotted accurately within small square neat crosses or small points (in circle) B1 best fit smooth curve drawn B1
(iii) 1. 39 to 41 (cm) B1
2. 20 2 (cm) B1
(iv) both values for f correctly calculated and sensible comment B1
[Total: 12]
2 (a) pulling string tight and squashing ball ball not spherical sensible comment about marking string holding string straight / taut to measure length B1
(b) (i) method mark: ball placed between two planes M1 practical detail mark: use a ruler / tape to measure A1
(ii) any two from: repeat and average how planes made parallel described not squash ball avoid parallax in reading metre rule B2
[Total: 5] Page 3 Mark Scheme Syllabus Paper Cambridge O Level October/November 2015 5054 42
> Cambridge International Examinations 2015
3 (a) metre rules laid end to end (from one wall to other) B1 can accept from a diagram
(b) one end fixed against wall (however expressed) and measure to the opposite wall / the other side B1
(c) (i) speed (of light) B1 length of device position of laser / detector within the device
(ii) can see what it is reflecting off / you can see it / I.R. cannot be seen / is not coloured to make sure it is horizontal / level B1
(iii) places it touching wall and pointing at opposite wall B1
(iv) expensive uses batteries / batteries run down / need recharging needs clear line of sight / other objects might get in the way laser hazard with eyes some surfaces may not reflect the light B1
[Total: 6]
4 (a) circuit containing one cell and resistor, with ammeter in series B1 voltmeter in parallel with resistor / cell B1
(b) (i) it matters which way round it is connected
so you can connect it the right way round B1
(ii) ammeter terminal connected to ve of cell labelled B B1
(c) (i) 3 (V), 4.5 (V) and 6 (V) B1
(ii) four cells drawn in series B1
(d) no change / same value and B1 resistance independent of voltage / depends only on the resistor OR resistance increases and
resistor becomes hot
[Total: 7] 85054/42/O/N/16 UCLES 2016
4 A student is given a lump of Blu-Tack which he moulds into a cube. The front face of the cube is shown full size in Fig. 4.1.
Fig. 4.1 full size
(a) By taking measurements from the front face of the cube in Fig. 4.1, determine the volume in cm 3 of the Blu-Tack. volume = ................................................... cm 3 [1]
(b) The student rolls the Blu-Tack into a cylinder, as shown in Fig. 4.2.
cylinder of
Blu-Tack
Fig. 4.2
He places one of the ends of the cylinder on a piece of 2 mm graph paper and draws round it, as shown in Fig. 4.3.
2 mm
Fig. 4.3
He counts the squares on the graph paper to estimate the cross-sectional area A of the end of the cylinder.
(i) Using Fig. 4.3, count and record the number of 2 mm 2 mm squares occupied by the end of the cylinder. number of squares = ...........................................................[2]
(ii) Using your answer to (b)(i) , estimate A.
A = ...........................................................[1] Page 3 Mark Scheme Syllabus Paper Cambridge O Level October/November 2016 5054 42
> UCLES 2016
3 (a) orange, orange B1 brown B1
(b) power supply, fixed resistor and diode (any orientation) in series B1 ammeter in series (with diode and resistor) B1 voltmeter across diode B1
(c) variable power supply add rheostat / variable resistor add resistor (in series) / use different values of resistor add cells / batteries B1
(d) reverse power supply reverse diode / it B1
[Total: 7]
4 (a) 27 B1
(b) (i) range 100140 C1 range 110130 A1
(ii) 4 their (b)(i) B1
[Total: 4] 35054/42/O/N/17 UCLES 2017 [Turn over
1 A student investigates the period of a simple pendulum. The period T is the time taken for one complete oscillation of the pendulum.
She sets up the pendulum with its point of support a fixed height above the surface of the bench. She does not change this height, or the position of the clamp during the investigation.
A scale diagram of her experimental set-up is shown in Fig. 1.1.
D
clamp point of support pendulum bob
Fig. 1.1 (a) (i) Measure the distance D on Fig. 1.1 to the nearest millimetre. Record your result.
D = ............................................ cm [1]
(ii) Fig. 1.1 is drawn to a scale of one-tenth full size.
Write down the actual height H of the point of support above the bench.
H = .................................................. [1] 45054/42/O/N/17 UCLES 2017
(b) She adjusts the length of the thread until the height h of the centre of the bob above the bench is 15.0 cm. She gives the ball a small sideways displacement and releases it so that it oscillates. She records the time for 20 oscillations in the table in Fig. 1.2.
h / cm time for 20 oscillations / s T / s T 2 / s 215.0 22.8 20.0 20.8 1.04 1.08 25.0 18.8 0.94 0.88 30.0 16.6 0.83 0.69 40.0 10.6 0.53 0.28
Fig. 1.2
She repeats the procedure for heights h of 20.0 cm, 25.0 cm, 30.0 cm and 40.0 cm.
She uses her results to calculate the period T for one oscillation and T 2 for each set of readings.
(i) Complete the table in Fig. 1.2. [1]
(ii) Explain why measuring the time for 20 oscillations, rather than for 1 oscillation, gives a more accurate value for T............................................................................................................................................ ........................................................................................................................................... .......................................................................................................................................[1] 55054/42/O/N/17 UCLES 2017 [Turn over
(c) (i) On Fig. 1.3, plot a graph of T 2 / s 2 on the y-axis against h / cm on the x-axis.
Start your axes from the origin (0,0). Draw the straight line of best fit.
00
Fig. 1.3
[4] 65054/42/O/N/17 UCLES 2017
(ii) Extend your line so that it cuts the y-axis.
State the value of the intercept c on the y-axis.
c = .............................................. s 2 [1]
(iii) Calculate the gradient m of your line. Show your working and indicate on your graph the values you use to calculate the gradient.
m = ....................................... s 2 / cm [2]
(d) Theory suggests that H is given by the equation
H mc
= .
Use this equation to calculate H.
H = ............................................ cm [1]
(e) Compare your measured value for H from (a)(ii) with your result in (d) .
State whether the two values agree with each other and justify your answer. ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1] 5054 /42 Cambridge O Level Mark Scheme
> PUBLISHED
> October/November 2017 UCLES 2017 Page 2 of 4
> Question Answer Marks
> 1(a)(i) 4.7 (cm) correct answer only B1
> 1(a)(ii) 47(.0) cm unit required B1
> 1(b)(i) 1.14, 1.30 2 d.p. required in both B1
> 1(b)(ii) to reduce the effect of errors in starting / stopping the stopwatch / to reduce the effect of reaction time / to calculate an average /to reduce the percentage error
> B1
> 1(c)(i) axes labelled quantity and unit axes correct way round B1
> scales linear, not awkward, start from (0,0) B1
> points plotted accurately B1
> smooth best fit straight line drawn B1
> 1(c)(ii) candidates value to small square from a correct extrapolation B1
> 1(c)(iii) values indicated on graph or triangle drawn and half the range of the plotted points ( h 12.5) B1
> m = ( ) 0.04 0.01 B1
> 1(d) candidates c / m value correctly calculated B1
> 1(e) YES (must be stated) and values very close / close enough / within the limits of experimental error / < 10% OR
> NO (must be stated) and values not close / not close enough / outside the limits of experimental error / > 10%
> B1
# Thermal Physics :
> Evaporation:
Important T ip :
In exams if you have to design an experi ment to show how change in
surface area causes a change in rate o f evap oration . The n follow these
steps:
Different sized containers can be used to show the variation in
surface area
The loss in mass of liquid (due to the evaporation) is studied over
time for a specific container and the gradient of the loss in mass (y -
axis) against time (x -axis) graph tells the rate of evaporation. The
temperature of water and wind velocity must be kept constant.
Do the above two steps for all the c ontainer s and calculate the rate
of ev aporation for each.
You will conclude that the :
#
Alternate Approach: A graph of surface area against mass of liquid lost
can also be plotted for a specific time interval to determine the variation in
the rate of evaporation. For example, an experiment could be conducted to
measure the mass of water lost in an hour for containers of various
surface area. Thermom eter:
Every thermometer has a physical property.
What is mean t by physical property of a thermometer?
A physical p roper ty is defined as the propert y that changes with
temperature.
Terms Related to Thermometers :
1) Range:
Range can be increased by :
1. Increasing the diameter of bore of the capillary tube
2. Increasing the length of the capillary tube
3. Decreasing the volume of mercury in the bulb. (Change in volume is
direc tly proportional to volume. Increasing the range of the thermometer will increase the length of it and
make it difficult to handle. However, large temperature readings can be
taken.
2) Accuracy: 3) Line ar Scale: 4) Responsiveness:
Responsiveness can be increased by
1. Using a more conductive liquid
2. Using thin -walled glass bulb Design an Experi ment to show how responsiveness changes with varying
glass bulb thickness.
Experiment can be conducted by using different thermometers of varying
glas s bulb thickness and the time to respond to change in temperature
can be noted for determining their responsiveness. The type of liquid and
the temperature difference must be kept constant throughout the
experiment.
Design an Experi ment to show how responsiveness changes with varying
liquids.
Different type of liquids in the bulb can also be used to check the
responsiveness of a thermometer. Time taken to register the chan ge in
temperature can be noted using stopwatch. The thickness of the glass
bulb and the temperature difference must be kept constant. 5) Sensitivity:
Sensitivity can be increased by
1. Decreasing the diameter of the bore of the capillary tube
2. Increasing the volume of the mercury in the bulb
Increasing the sensitivity provides greater accuracy in measuring the
temperature but for a limited length of capillary tube, the range will
decrease. It is preferred to use more sensitive thermometers. However,
range must include the temperature to be measured. Modes of H eat Transfer:
1) Conduction:
Experiment to determine which mate rial is a good conductor of heat and
which is a poor one?
Experiment can be conducted by measuring the amount of wax melted
when coated on rod s of different materials . The time taken for all the wax
to melt can be used to determine the conductivity of the material .
Alternate Approach:
The same experiment could be conducted by making containers of
different material. Temperature rise in a given time interval can be noted
when heated externally to measure the conductivity of the material of
which the container is made of. 2) Convection: 3) Radiatio n:
The mode of heat transfer via infrared radiations is called radiation. All
bodies above 0 K emit infrared radiations. Dark colored objects are good
emitters and absorbers of heat than light colored objects. Similarly, shiny
polished surfaces are good reflectors of heat than rough surfaces. Alternate Approach:
A graph of temperature rise against time can be plotted for determining
the better heat absorber. The one whose temperature rises the most in the
same amount of time is the best heat absorber amo ngst all.
The surface area of the container, volume of liquid, type of liquid and the
initial temperat ure of the liquid must remain constant in all experiments.
Specific Heat Capacity: Experi ment to calculate Specific Heat Capacity of any object .6
> 5054/04/M/J/07 UCLES 2007
3 Fig. 3.1 shows the apparatus used to investigate the cooling of some water.
thermometer water test-tube
Fig. 3.1
The initial temperature of the water is 90 C and the temperature of the room is 20 C.
(a) A student uses the thermometer and stopwatch to take readings and records them in a table. Write the column headings in the table. [2]
(b) The student plots the results on a graph.
On the axes below,
(i) label the axes,
(ii) sketch the expected shape of the graph,
(iii) include any known values on the axes. [3]
007
> 5054/04/M/J/07
[Turn over UCLES 2007
(c) Students are usually advised to repeat all readings as they perform an experiment. Explain why this is not possible in this experiment. ................................................................................................................................................... ............................................................................................................................................. [1]
(d) Describe two practical ways to make the readings more accurate. 1. ............................................................................................................................................... ................................................................................................................................................... 2. ............................................................................................................................................... ............................................................................................................................................. [2] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2007 5054 04
> UCLES 2007
3 (a) quantities: temperature and time NOT temperature change units: oC and seconds (s) or minutes (min not m) [2]
(b) (i) y-axis labelled temperature or temperature change, x-axis labelled time (allow symbols for quantities)
(ii) correct curve shape for y-axis label
(iii) for y = temperature, values 90 o and 20 o marked on temperature axis, and line starts at 90 o, ends at 20 o
OR for y = temperature change, value 70 o marked on temperature change axis, and line from 0 to 70 o
unit required on axes labels or on values on axes ignore curve shape [3]
(c) temperature continuously changing / only one temperature at each time [1]
(d) any two clear practical details e.g. at least 1/3 thermometer immersed avoid parallax when reading thermometer (any explanation must be correct) use of two people heat above 90 o and start stopwatch as temp reaches 90 o
read from top of mercury meniscus mercury column in line with scale stir water large number of readings taken stopwatch close to thermometer external factors constant [2]
[Total: 8]
4 (a) (i) newton meter / spring balance / force meter
(ii) 4.6 to 4.9 1 dp only
(iii) 1.5 or 1.6 [3]
(b) 6.9 cm ecf (a) (ii) and (iii) NOT one sf [1]
(c) water on the block will change the weight / time needed to dry cube [1]
[Total: 5] 8
> 5054/04/M/J/08 UCLES 2008
> For Examiners Use
4 Fig. 4.1 on page 9 shows four thermometers used in a science laboratory.
(a) State the temperature reading on thermometer A. [1]
(b) 250 cm 3 of boiling water is poured into a beaker as shown in Fig. 4.2. The temperature is measured every 30 s for 10 minutes.
thermometer boiling water beaker
Fig. 4.2 (i) State and explain which thermometer from Fig. 4.1 is the most suitable for this experiment. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [3]
(ii) Describe how the thermometer is used in this experiment to obtain accurate readings. .................................................................................................................................. .................................................................................................................................. ............................................................................................................................. [2]
(c) Thermometer D in Fig. 4.1 is used to measure the temperature of a person.
Fig. 4.3 shows a modern forehead thermometer. It is a thin flexible plastic strip that is placed on the forehead. The colour of the numbers changes to show the temperature.
Fig. 4.3
State one advantage of this thermometer when taking the temperature of a young child. .......................................................................................................................................... ..................................................................................................................................... [1] 9
5054/04/M/J/08 UCLES 2008
-10 010 20 30 40 50 60 70 80 90 100 110 -10 010 20 30 40 50 60 70 80 90 100 110 010 20 30 40 50 035 36 37 38 39 40 AB CD
Fig. 4.1 Page 4 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2008 5054 04
> UCLES 2008
4 (a) 23 C unit required allow 23.0 C not C [1]
(b) (i) B (1) reads to 100 C/110 C/boiling point of water (1) ignore wide range of temperature comparison with A; e.g. more sensitive/more divisions ignore just longer than A OR scale reads to 1 C/each division 1 C (1) [3]
(ii) any two good points, e.g. 1/3 length immersed thermometer not touching container/in centre of water ignore thermometer hung from string water stirred (with stirrer, NOT thermometer unless A chosen in (b)(i)
reading taken with eye level with meniscus/avoid parallax error [2] ignore incorrect parallax explanations NOT wait for meniscus/reading to become steady unless clearly initial rise repeat readings
(c) not breakable/not placed in mouth/more hygienic/safer [1] allow children moving about/fidgeting ignore easier to use/more accurate/no parallax error
[Total: 7] 2
> 5054/42/M/J/10 UCLES 2010
1 A group of students performs an experiment to investigate the flow of oil at different temperatures.
200 cm 3 of oil is heated gently and its temperature is recorded. The oil is then poured through a funnel into a second beaker, as shown in Fig. 1.1. beaker oil funnel oil oil beaker
Fig. 1.1
The time t taken for the oil to flow through the funnel is recorded with a stopwatch.
(a) State why it is important to stir the oil during heating. ................................................................................................................................................... ............................................................................................................................................. [1]
(b) Explain why the oil is heated gently .................................................................................................................................................... ............................................................................................................................................. [1]
(c) The experiment is repeated for several values of . Values of and t are recorded in the table of Fig. 1.2.
/ C t / s 69 13.69 52 14.97 35 17.34 24 21.16 17 25.16 10 28.85
Fig. 1.2 3
> 5054/42/M/J/10 UCLES 2010
[Turn over (i) On Fig. 1.3, plot the graph of t / s on the y-axis against / C on the x-axis.
Start your graph from = 0 C and t = 12 s. Draw the curved line of best fit. 12 0[4] Fig. 1.3 (ii) Estimate the time taken for oil at 80 C to flow through the funnel. ................................................... [1]
(iii) State the maximum reading on a standard laboratory liquid-in-glass thermometer that is suitable for this experiment. ................................................... [1] 4
> 5054/42/M/J/10 UCLES 2010
(d) Explain why it is not possible to repeat a reading immediately after it is taken. ................................................................................................................................................... ............................................................................................................................................. [1]
(e) Tick two boxes to show which of the following will make the experiment more accurate. using a more sensitive thermometer using two people to take the measurements using a thicker oil using a larger range of readings pouring the oil quickly after taking its temperature [2] Page 2 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2010 5054 42
> UCLES 2010
1 (a) to obtain uniform temperature/heat spread (uniformly) throughout oil B1 [1]
(b) temperature increase is slow/temperature change small/heats up slowly/ oil doesnt become too hot/prevent overheating oil has low specific heat capacity/heats up quickly/oil has high boiling point/ higher boiling point than water/above 110 C/may break thermometer B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit B1 scales: more than page, sensible 2 cm 2 s and 2 cm 10 C B1 points plotted accurately to within small square; dots Y small square B1 reasonable attempt at smooth curve of best fit neatly drawn B1 [4]
(ii) if line on graph not extrapolated to 80 C 13.3 s 0.2 s unit required if reasonable extrapolation, correct value read from graph unit required B1 [1]
(iii) 110 C/100 C unit required B1 [1]
(d) temperature of oil will have changed/decreased B1 [1]
(e)
using two people to take the measurements B1 pouring the oil quickly after taking its temperature B1 [2]
[Total: 11]
2 (a) time several/ N oscillations (allow 5 Y N Y 40 if value given) and divide by N B1 repeat reading and average B1
any one from view perpendicular to swing time from centre/use fiducial marker/view at bottom of ruler/where speed max smooth swings/same amplitude B1 [3]
(b) (i) initially T decreases (as d increases) B1 (then) T increases (as d increases) B1 [2] minimum T at d = 20 cm scores 2 allow just T increases for one mark
(ii) 1.58 to 1.70 (s) unit NOT required B1 [1]
(iii) at centre of mass of ruler/no moment/in equilibrium/balanced/does not move ruler will not oscillate/swing ruler spins/rotates
T too large/very large B1 [1]
[Total: 7] 8
5054/42/M/J/11 UCLES 2011 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
4 The effect of surface colour on the cooling of an object is investigated.
Fig. 4.1 shows two sets of apparatus used in this investigation. thermometer test-tube A hot water dull black outer surface thermometer test-tube B hot water shiny silver outer surface
Fig. 4.1
Test-tube A has a dull black outer surface and test-tube B has a shiny silver outer surface.
The test-tubes containing hot water are allowed to cool.
Readings are taken for 20 minutes to allow cooling curves to be plotted.
(a) State two factors that must be the same for the two sets of apparatus so that the cooling curves may be compared. 1. ............................................................................................................................................... 2. ............................................................................................................................................... [2]
(b) On Fig. 4.2, write the headings in the table that is to be used to record the results for test-tube A.
Fig. 4.2 [2]
(c) On Fig. 4.3, sketch and label the shape of the cooling curves for test-tube A and for test-tube B. 00
Fig. 4.3 [2] Page 3 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2011 5054 42
> University of Cambridge International Examinations 2011
3 (a) parallel B1 [1]
(b) (i) correct voltmeter symbol drawn across power supply B1 [1]
(ii) X marked in series with resistor A B1 [1]
(c) (i) 1.5 V cao B1 [1]
(ii) 0.1(0) A ecf (c)(i) 15 B1 [1]
(d) circuit 2 PLUS
two series resistors in parallel loop / no resistor in series with power supply owtte / resistance is 6 B1 [1]
[Total: 6]
4 (a) (same) volume/level/mass of water B1 any ONE from:
initial temperature (of water)
size/shape/material of test tube
identical thermometers
same external conditions, e.g. room temperature / draught / position in room / humidity B1 [2]
(b) time or t / minutes (min) B1 temperature or T or / C B1 [2]
(c) both axes labelled AND correct shape for one curve (not to x-axis) B1 A and B similar shape with A initially cooling faster than B, one labelled B1 [2]
[Total: 6] 2
> 5054/42/M/J/12 UCLES 2012
1 A student investigates the cooling of water.
Some of the apparatus is set up as shown in Fig. 1.1. stirrer beaker bench water stopclock 0 510 15 20 25 30 35 40 45 50 55
Fig. 1.1
A volume of 100 cm 3 of boiling water is poured into the beaker. The student starts the stopclock when the temperature of the water is 90 C.
The water is allowed to cool and its temperature
is recorded every 2 minutes.
(a) (i) On Fig. 1.1, draw the thermometer in the most suitable position for measuring the temperature of the water as it cools. [1]
(ii) Suggest a reason why the thermometer should be held in a clamp. ........................................................................................................................................... .......................................................................................................................................[1]
(iii) Describe how the student avoids parallax error when reading the thermometer. ........................................................................................................................................... .......................................................................................................................................[1]
(b) (i) The stopclock measures to the nearest second. Suggest why, in this experiment, the student does not need to use a digital stopwatch measuring to 0.01 s. ........................................................................................................................................... .......................................................................................................................................[1]
(ii) Explain why the student places the stopclock close to the beaker. ........................................................................................................................................... .......................................................................................................................................[1] 3
> 5054/42/M/J/12 UCLES 2012
[Turn over (c) The student records his results in a table. Fig. 1.2 shows the students results. time t / minutes
/ C 0 90 2 76 4 69 6 65 8 61 10 58 12 55
Fig. 1.2 (i) On Fig. 1.3, plot the graph of
/ C on the y-axis against t / minutes on the x-axis.
Start your graph from
= 40 C and t = 0.
Draw a curved line of best fit. 040 [4]
Fig. 1.3 4
> 5054/42/M/J/12 UCLES 2012
(ii) Explain why the temperature of the water does not fall to 0 C. ........................................................................................................................................... .......................................................................................................................................[1]
(iii) Use your graph to determine the time taken for the temperature of the water to fall from 90 C to 80 C. time taken = ........................................[1]
(d) The experiment is repeated with the same volume of water in a wider beaker, as shown in Fig. 1.4. stirrer original beaker water wider beaker water stirrer
Fig. 1.4
State and explain the effect of using the wider beaker on the time taken for the temperature of the water to fall from 90 C to 80 C. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] Page 2 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2012 5054 42
> University of Cambridge International Examinations 2012
1 (a) (i) thermometer drawn with bulb in centre of liquid B1 [1]
(ii) supported in the centre of the water/not touching beaker/no need to hold it/ holds scale facing you B1 [1]
(iii) line of sight/view/eye (level) perpendicular to scale allow answers on Fig. 1.1 B1 [1]
(b) (i) only timing every 2 minutes/time measured in minutes/reading to nearest second temperature changes slowly/long time to cool that precision not required/clock accurate enough/does not need 0.01/0.1s B1 [1]
(ii) can see/read/notice thermometer and timer together can measure temperature and time more accurately or quickly B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit B1
y: 2 cm 10C x: 2 cm 2 minutes scales: more than page, sensible B1 points plotted accurately B1 best fit curved line neatly drawn B1 [4]
(ii) cannot fall below/only falls to room temperature/temperature of surroundings B1 [1]
(iii) 1.2 to 1.4 minutes ecf graph B1 [1]
(d) time decreases/temperature falls/cools more quickly B1 heat lost (more) quickly (from larger area) B1 [2] evaporates (more) quickly (from larger area)
[Total: 13] 65054/42/M/J/17 UCLES 2017
3 A student investigates the effect of three different insulating materials on the cooling of hot water in a beaker.
The following apparatus is available: thermometer stopwatch 250 cm 3 glass beaker 250 cm 3 measuring cylinder cardboard cotton wool cloth boss, clamp and stand
A supply of hot water is also available.
Write a plan for the experiment.
You should:
(a) explain how to carry out the experiment; a diagram is not required, but you may draw one if it helps to explain your plan, ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] 75054/42/M/J/17 UCLES 2017 [Turn over
(b) state any quantities that need to be kept constant, ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1]
(c) draw a table, with headings, to show how to display the results, [1]
(d) explain how the readings can be used to reach a conclusion. ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2017 UCLES 2017 Page 3 of 4
> Question Answer Marks
> 3(a) (hot) water in beaker, take temperature (at regular intervals) as it cools / take temperature after a fixed time / measure the time for a fixed temperature drop
> B1
> repeat with different insulators B1
> 3(b) any one of constant room temperature same starting / initial temperatures same beaker same volume / mass / amount of hot water same times (of cooling) same temperature drop same thickness of insulator
> B1
> 3(c) 2 / 3 sets of insulator, (change in) temperature / C, time / s or minutes B1
> 3(d) compare temperature drops in equal times largest drop is the poorest insulator (or reverse argument) / compare times for equal temperature drops longest time is the best insulator (or reverse argument) / plot graphs to compare temperature drops in equal times / compare gradients steepest graph is the poorest insulator (or reverse argument)
> B1
35054/42/M/J/19 UCLES 2019 [Turn over
1 A student determines an approximate value for the specific heat capacity of water by an electrical method.
The specific heat capacity of a substance is the amount of thermal energy needed to raise the temperature of 1 g of the substance by 1 C.
He sets up the apparatus as shown in Fig. 1.1.
power supply Awater glass beaker heater thermometer
Fig. 1.1
He pours a mass m of water into a beaker, where m = 100 g.
He places a heater into the water in the beaker.
He connects a voltmeter to measure the potential difference across the heater.
(a) Draw a voltmeter symbol on the circuit diagram of Fig. 1.1 to show the voltmeter measuring the potential difference across the heater. [1] 45054/42/M/J/19 UCLES 2019
(b) The student measures the initial temperature of the water and records it at time t = 0 in Table 1.1.
Table 1.1
time t / s temperature
/ C 0 21.5 60 27.0 120 32.0 180 37.0 240 300 45.5 360 48.5
He closes the switch, starts a stopwatch and records the temperature
of the water every 60 s for 6 minutes.
He records the current I in the heater and the potential difference V across the heater.
His measurements are:
I = 4.0 A V = 14.8 V.
He opens the switch.
(i) The reading of the thermometer at time t = 240 s is shown in Fig. 1.2.
C 35 40 45
Fig. 1.2
Read the thermometer and record the temperature in Table 1.1. [1]
(ii) State why it is important to:
1. ensure that the heating coil is completely immersed in the water .................................................................................................................................... .............................................................................................................................. [1] 55054/42/M/J/19 UCLES 2019 [Turn over
2. stir the water before recording each temperature. .................................................................................................................................... .............................................................................................................................. [1]
(c) (i) On the grid in Fig. 1.3, plot the graph of
/ C ( y-axis) against t / s ( x-axis).
Start the temperature axis at 20 C.
Draw the smooth curve of best fit. [4]
Fig. 1.3 (ii) Use your graph to calculate the temperature rise of the water in the first 200 s of heating.
= ......................................................... [2] 65054/42/M/J/19 UCLES 2019
(d) (i) Calculate the thermal energy E supplied by the heater in the first 200 s and give the unit.
Use the equation shown:
E = V I t
E = ......................................................... [1]
(ii) Calculate a value for the specific heat capacity c of water. Use the mass given at the start of this question, your answers to (c)(ii) and (d)(i) , and the equation:
E = m c
c = ............................................ J / (g C) [2]
(e) (i) The specific heat capacity of water is 4.2 J / (g C).
Examine the apparatus set-up shown in Fig. 1.1.
Suggest one practical reason why your calculated value of c is inaccurate. ........................................................................................................................................... ..................................................................................................................................... [1]
(ii) State one improvement to the apparatus that produces a more accurate result. ........................................................................................................................................... ..................................................................................................................................... [1]
(f) Another student repeats the experiment and forgets to switch off the heater at the end of the experiment. The temperature of the water continues to rise until it reaches 82 C and then remains constant at this value.
Suggest one reason why the temperature of the water stops increasing when it reaches 82 C. ................................................................................................................................................... ............................................................................................................................................. [1] [Total: 16] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2019 UCLES 2019 Page 4 of 5
> Question Answer Marks
> 1(a)(i) voltmeter (correct symbol) in parallel with heater or power supply B1
> 1(b)(i) 41.5 (correct answer only) B1
> 1(b)(ii) 1 so that all the thermal energy is transferred to the water / so that thermal energy is not lost to the surroundings B1
> 2 to ensure that all the water is at the same temperature B1
> 1(c)(i) axes labelled, quantity and unit correct way around B1
> scales linear, not awkward and y-axis starts from 20 C B1
> points plotted accurately B1
> smooth, thin best-fit curve drawn B1
> 1(c)(ii) subtraction of any 2 values seen C1
> 17 2 (C) A1
> 1(d)(i) 11840 J / 1.2 10 4 J B1
> 1(d)(ii) correct substitution / rearrangement of equation C1
> correct calculation from candidates values A1
> 1(e)(i) heat loss (by conduction / convection) from sides / base of beaker / heat loss (by convection / evaporation) from surface / heat loss to surroundings / thermometer is too close to / touches the beaker / thermometer is too close to the heater
> B1
> 1(e)(ii) insulate the sides/base / use a lid / clamp thermometer (above the base of the beaker) / place thermometer correctly / to not allow heater to touch the beaker
> B1
> 1(f) (rate of)heat loss (from sides / base / surface) is equal to (rate of) heat gain (from heater) B1
2
> 5054/04/M/J/09 UCLES 2009
1 Fig. 1.1 shows four plastic containers.
P Q R S
Fig. 1.1
A student half-fills the containers with water and leaves them for several days. He measures the total mass of each container and water on a top-pan balance at the same time each day for six days.
The following readings are obtained. mass of container and water / g P Q R Sinitial reading 1378 573 196 129 after 1 day 1348 556 187 123 after 2 days 1316 540 178 117 after 3 days 1287 524 169 112 after 4 days 1253 509 159 105 after 5 days 1227 491 149 101 after 6 days 1192 474 140 95
(a) Complete the table below to show the loss in mass m after time t for containers P and S. time
t / days
m / g P S0 0 0123456[2] 3
> 5054/04/M/J/09 UCLES 2009
[Turn over (b) On the grid below, plot a graph of m on the y-axis against t on the x-axis for containers P and S. Draw a line of best fit for P and a line of best fit for S.
0 0
[6]
(c) Describe the relationship between m and t.................................................................................................................................................... ................................................................................................................................................... ............................................................................................................................................. [2] 4
> 5054/04/M/J/09 UCLES 2009
(d) Fig. 1.2 shows the length l and width w of one container.
l
w
Fig. 1.2
An estimate of the surface area A of the water is given by
A = l w.
(i) Complete the table below, giving the values of A to the nearest cm 2.container l / cm w / cm A / cm 2P 22.8 16.2 Q 18.8 11.3 R 13.2 8.9 S 9.2 9.2 [2]
(ii) By referring to Fig. 1.2, explain why A is only an estimate of the surface area. ........................................................................................................................................... ..................................................................................................................................... [1]
(iii) The student concludes that rate of evaporation increases with surface area.
Explain how your graph in (b) supports his statement. ........................................................................................................................................... ..................................................................................................................................... [1] 5
> 5054/04/M/J/09 UCLES 2009
[Turn over (e) On one day during the experiment, the temperature of the room changes.
(i) Suggest a possible reason why the temperature changes. ........................................................................................................................................... ..................................................................................................................................... [1]
(ii) Explain whether this change in temperature will affect the students conclusion in (d)(iii) ............................................................................................................................................ ..................................................................................................................................... [1] 10
> 5054/04/M/J/09 UCLES 2009
4 Fig. 4.1 shows a block of aluminium of mass 1 kg used to measure the specific heat capacity of aluminium.
to circuit heater thermometer aluminium block
VA12 Vheater
Fig. 4.1 Fig. 4.2
A heater fits into a hole in the centre of the block and a thermometer fits into a second hole.
Fig. 4.2 is the circuit containing the heater.
When the switch is closed, the meters show steady readings of 11.6 V and 4.7 A.
(a) Fig. 4.3 shows the scales of the two meters.
> 6420810 12
V
> 231405
A
Fig. 4.3
On Fig. 4.3, draw pointers to show the readings on the meters after the switch has been closed. [2] 11
> 5054/04/M/J/09 UCLES 2009
(b) When the heater is switched on, the block warms up and some heat is lost to the surroundings.
State two ways of reducing this heat loss. 1. ............................................................................................................................................... ................................................................................................................................................... 2. ............................................................................................................................................... ................................................................................................................................................... [2]
(c) The thermometer is used to measure the initial and the final temperatures of the block.
The initial temperature of the block is taken before the heater is switched on.
Explain why the final temperature of the block is taken a short time after the heater is switched off. ................................................................................................................................................... ............................................................................................................................................. [1]
(d) The heater is switched on for four minutes and the temperature rise of the block is 15 C.
Suggest a reason why the heater is not switched on for a very much longer time. ................................................................................................................................................... ............................................................................................................................................. [1] Page 4 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2009 5054 04
> UCLES 2009
1 (a) values for P correct 31 62 91 123 151 186 B1 values for S correct 6 12 17 24 28 34 B1 [2]
(b) axes: correct way round, labelled quantity and unit B1 scales: more than page, linear, sensible, minimum 2 values marked, e.c.f. (a) B1 points: for P plotted accurately, neat (for linear, sensible scale), e.c.f. (a) B1 best fit straight line: for P from origin, neat B1 [4] points: for S plotted accurately, neat (for linear, sensible scale), e.c.f. (a) B1 best fit straight line: for S drawn, neatly B1 [2]
(c) as t increases, m increases / positive gradient / linear / mass increases by equal amounts in equal time in words or values quoted C1 directly proportional / t m / doubling t doubles m A2 [2]
(d) (i) calculations correct 369.36 212.44 117.48 84.64 (minimum 2 s.f.) B1 answer given to nearest cm 2 B1 [2]
(ii) corners of container curved / l or w not uniform / outside of tray measured / due to thickness of walls B1 [1]
(iii) P (larger A) has steeper line than S (smaller A) / loss in mass P greater than S B1 [1]
(e) (i) varies with time of day / weather/climate may change / temperature outside changes / sunny / raining / people in the room / room heater/air conditioning switched on/off B1 [1]
(ii) no effect M0 same for all containers / links answer to conclusion A1 [1]
[Total: 16]
2 (a) distance between string and paper / string not close to or touching paper / need to view string from (vertically) above / not accurate if viewed from the side B1 [1]
(b) 136 2 B1 [1]
(c) 5.8 N c.a.o. unit required B1 [1]
(d) 8.6 8.7 seen anywhere M0 5.7 5.8 N unit required A1 [1]
[Total: 4] Page 5 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2009 5054 04
> UCLES 2009
3 (a) (i) ray drawn from incident ray through M 1 and M 2 to prism and correct path through prism B1 [1]
(ii) turned through 180 / path inverted / reflects/sends ray back / total internal reflection / speed decreases B1 [1]
(b) answers refer to prism M0 places two pins on incident ray with no use of alternative light source answer may be stated or shown on diagram e.c.f. (a) (i) light path within prism B1 places two more pins in line with pins/image/reflection (seen through prism) B1 [2]
[Total: 4]
4 (a) line drawn on ammeter, from dot to scale reading 4.7 A division B1 line drawn on voltmeter, from dot to scale reading 11.6 V division B1 [2]
(b) allow 2 valid points in either 1 or 2 list rule applies
any two sensible answers, e.g.
insulator around block allow named insulator NOT water
block has shiny surface / painted white / wrapped in foil
reduce draughts / use of box or container
lid on box or container / air-tight container
stand block on insulator
heater completely into hole B2 [2]
(c) allow all block to heat up / reach same/maximum/steady temperature / allow heat to reach thermometer allow experiment/temperature/it is more accurate B1 [1]
(d) block may become too hot / burn someone / melt/damage heater / damage thermometer / heat loss increased B1 [1]
[Total: 6] 8
5054/42/M/J/15 UCLES 2015 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
4 You are asked to take a set of readings to plot a cooling curve that shows how quickly hot water in a test-tube cools.
(a) You are given a test-tube about half-full of hot water. List the additional apparatus you need. ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1]
(b) In the space below, draw a diagram of the apparatus, showing the position of the eye when taking the readings. [2]
(c) Fig. 4.1 is the top of a table for the readings. Complete the headings in the table. [2]
Fig. 4.1 (d) Suggest two ways in which the apparatus is arranged to make the readings accurate. 1. ............................................................................................................................................... ................................................................................................................................................... 2. ............................................................................................................................................... ................................................................................................................................................... [2] Page 3 Mark Scheme Syllabus Paper Cambridge O Level May/June 2015 5054 42
> Cambridge International Examinations 2015
3 (a) correct circuit symbols B1 all components in a series circuit
(b) A and B labelled at ends of fixed resistor B1
(c) y-shift c.a.o. no additions B1
(d) (i) 3.2 V 0.2 unit required B1
(ii) dot moves up B1
[Total: 5]
4 (a) thermometer stopwatch / (stop-)clock / timer / watch B1
(b) diagram of test tube B1 containing water thermometer with bulb in water eye drawn level with top of thread in thermometer B1
(c) temperature / temp / T / AND time / t (or vice versa) B1 C / deg C / degree C AND second(s) / s / minutes / min B1
(d) any two sensible points, e.g. timer close to test tube / see both together test tube in clamp stand thermometer in clamp stand thermometer with scale facing you two people with explanation (e.g. count down) B2 clamp not obscuring the reading thermometer not touching the sides / bottom of test tube / or of thermometer immersed parallax avoided qualified
[Total: 7] 6
> 5054/04/O/N/04
3 Acetophenone is a liquid at 19 C but it becomes a solid at a temperature between 1 C and 16 C. You are to determine the temperature at which acetophenone becomes a solid. The apparatus given to you is shown in Fig. 3.1. Some liquid acetophenone is to be cooled in a test-tube by immersing the test-tube in mixture of ice and water.
Fig. 3.1 (a) On Fig. 3.1, the temperature of the ice and water mixture is given as
C. What is the value for the temperature
C? Explain your answer. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2]
(b) (i) In Fig. 3.1, the test-tube is shown to be empty. You can choose the amount of acetophenone to use in the experiment. On Fig. 3.1, draw a line in the empty test-tube to represent the surface of the acetophenone.
(ii) Give two reasons why you chose the amount you have indicated on Fig. 3.1. 1. ............................................................................................................................... ................................................................................................................................... 2. ............................................................................................................................... ................................................................................................................................... [3]
acetophenone laboratory temperature 19 C empty tube for acetophenone ice and water mix at C thermometer
> For Examiners Use
> UCLES 2004
7
> 5054/04/O/N/04
[Turn over (c) You are working with another member of the class. She suggests that you should plot a graph of temperature against time in order to determine the temperature
s at which the acetophenone becomes a solid. Fig. 3.2 shows some of the readings plotted on a graph grid. Use the graph to obtain a value for
s.
Fig. 3.2
s = ...................................................... [1]
06810 12 14 16 18 20 2 4 6 8 10 12 temperature/ C cooling time/min
> For Examiners Use
> UCLES 2004 Page 2 Mark Scheme Syllabus Paper O LEVEL NOVEMBER 2004 5054 4
> University of Cambridge International Examinations 2005
2. (a) Suitable table (boxes or space) for five sets of , I, V, R (or R=V/I),
N.B. R = V/I therefore accept ,R and one other (i.e. 3 quantities). B1 Four labels, words or symbols. B1 Correct units for the three quantities given in the table. B1
[3]
(b) Any two from:- wait for equilibrium/heat slowly/stir/place thermometer near R/reference to length of thermometer immersed/tap meters (having pointers)/tight connections/how to avoid parallax (equivalent to line of sight perpendicular to reading) leave thermometer in oil when reading the temperature. B2
[2]
(c) Oil has a high resistance between input leads/water low resistance/similar/ oil less volatile/evaporation/experiment quicker/specific heat capacity low/bigger range of temperature. B1
[1] {6}
3. (a) 0, unit not required, B1 ice melts at 0 oC (or reverse) accept statement even if subsequent reason is wrong/good comment re ice-water mix B1
[2] (b) (i) Diagram showing.liquid level in test tube just within the thickness of ice B1
(ii) 1. All liquid would be at 0 oC/cooling more effective B1 2. Large enough to give accuracy/small enough not to take too long to cool/thermometer 1/3 rd immersion B1
[3]
(c) 14 oC (unit required) B1
[1] {6} 4. (a) Incident ray starting from O, and correct through points, neat and thin (arrows not required) B1 Emergent ray, B1 Angle, 138 o or 42 o +/- 1 o B1
[3] (b) Correct ray through the prism, (ignore drawing qualities) (need not be labelled) B1
(c) Position such that OE along the ray = 25 cm, using see-through graph paper, E is on the ray and on or beyond the second horizontal thick line. B1
(d) Correct angle shown (normal and ray), accept numerical value of about 35 o/accept correct label i B1
[3] {6} 75054/42/O/N/17 UCLES 2017 [Turn over
2 A student investigates the effect of insulation on the rate of cooling of hot water in a beaker.
He pours 250 cm 3 of hot water into a beaker and places a thermometer in the water, as shown in Fig. 2.1.
beaker water
Fig. 2.1
He waits for a short time. He then starts a stopwatch as he records the temperature
of the hot water. This is at time t = 0.
Fig. 2.2 shows the thermometer at t = 0.
90 80 70
Fig. 2.2 (a) (i) Read the thermometer and record the temperature
.
= .................................................. [1]
(ii) Explain why the student waits a short time before recording the temperature of the water at t = 0. ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[1] 85054/42/O/N/17 UCLES 2017
(b) The student records the temperature of the water in the beaker after 3.0 minutes.
He then pours 250 cm 3 of hot water into an identical beaker that is insulated with cotton wool, as shown in Fig. 2.3. He repeats the procedure.
cotton wool insulation water
Fig. 2.3
His results are shown in the table in Fig. 2.4.
without insulation with insulation time t / ......... temperature
/ ......... temperature
/ ......... 0 85 180 75 75
Fig. 2.4 (i) Complete the column headings in the table in Fig. 2.4. [1]
(ii) Add your value of
in (a)(i) to the table in Fig. 2.4.
(iii) State whether the insulation has any significant effect on the rate of cooling in the first 3.0 minutes.
Justify your answer by reference to the results. statement .......................................................................................................................... justification ........................................................................................................................ .......................................................................................................................................[1] 95054/42/O/N/17 UCLES 2017 [Turn over
(c) (i) Initially, the main cause of heat loss from the beaker is evaporation.
Suggest how the student can reduce heat loss by evaporation. ........................................................................................................................................... ...................................................................................................................................... [1]
(ii) State one other modification to the apparatus in Fig. 2.3 that reduces further the loss of heat. ........................................................................................................................................... .......................................................................................................................................[1]
(d) State one quantity that is kept constant to make a fair comparison between the rate of cooling of the two beakers. ...............................................................................................................................................[1] 5054 /42 Cambridge O Level Mark Scheme
> PUBLISHED
> October/November 2017 UCLES 2017 Page 3 of 4
> Question Answer Marks
> 2(a)(i) 88 (C) c.a.o. B1
> 2(a)(ii) to allow thermometer to read the maximum temperature of the hot water / to give the thermometer time to respond / to wait until the temperature on thermometer stops rising / so that temperature of thermometer equals temperature of the water / to allow thermometer to reach thermal equilibrium
> B1
> 2(b)(i) s, C, C B1
> 2(b)(iii) significant change and temperature drops are not close / similar / there is a 3 C difference or
> not significant change and temperature drops are close / similar / there is only a 3 C difference
> B1
> 2(c)(i) use a lid / cover the beaker B1
> 2(c)(ii) lag the bottom of the beaker / use thicker lagging B1
> 2(d) any one from: same volume of (hot) water / same (size) beaker / room temperature / same time (of cooling) B1
7
> 5054/42/O/N/11 UCLES 2011
[Turn over 3 A teacher demonstrates convection in water to a class.
The teacher fills a large beaker with cold water, as shown in Fig. 3.1a, and leaves it to stand for 10 minutes.
He then places a purple crystal at the bottom of the beaker. The crystal starts to dissolve and the water around the crystal turns purple.
Gentle heating is applied to the beaker directly underneath the crystal, as shown in Fig. 3.1b. purple crystal water large beaker gentle heating
Fig. 3.1a Fig. 3.1b (a) (i) Suggest a reason why the teacher uses a large beaker. ........................................................................................................................................... .......................................................................................................................................[1]
(ii) Explain why the teacher leaves the beaker of water to stand for 10 minutes before placing the crystal at the bottom. ........................................................................................................................................... .......................................................................................................................................[1]
(iii) Explain why the water is heated gently. ........................................................................................................................................... .......................................................................................................................................[1]
(b) On Fig. 3.1b, draw the initial movement of the water as it is heated gently. [2]
(c) The teacher repeats the demonstration five minutes later.
Suggest why it is better to use another beaker of water than to reuse the same beaker and water. ................................................................................................................................................... ...............................................................................................................................................[1] Page 3 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL October/November 2011 5054 42
> University of Cambridge International Examinations 2011
3 (a) (i) movement of water/purple colour/crystal clear(er)/takes longer/more visible (to class) B1 [1]
(ii) water stops moving B1 [1]
(iii) water moves slowly ora e.g. all happens too quickly B1 [1]
(b) arrow(s) up start from/above crystal B1 arrow(s) to left near bottom of water / arrow(s) down on right B1 [2]
(c) water/beaker already warm / water already coloured B1 [1]
[Total: 6]
4 (a) solid state detector / Geiger counter / Geiger-Muller/Geiger/GM tube B1 [1]
(b) (i) 53.6 / 54 / 0.447 seen / 120 seen / values/5 C1 0.45 cao A1 [2]
(ii) (radioactive) decay is random (in time) B1 [1]
(c) no (radiation) source / count rate low / always present (in environment) / no (additional) hazard / source is in lead box B1 [1]
[Total: 5] Light & Lenses :
Important ti p: In exams always remember that light rays coming from
dista nt objects are parallel and light rays coming from nearby objects are
diverging.
Lenses:
There are 2 types of lenses:
1) Converging (Convex ) Lens
2) Diverging ( Concave ) Lens
Converging ( Convex ) Lens:
This type of lens is used to converge the light rays to a single point.
1. Optical Centre: The point from which any light ray passes without any
deviation from its path. In a sym metrical mirror, it is exactly half way
between the lens surfaces and is lies on the principal axis.
2. Principal Axis: A horizontal line passing symmetrically from the optical
center .3. Principal focus (Focal point): The point at which all the light r ays coming
parallel to the principal axis converge after refraction.
4. Focal Length: The distance from the optical centre to the principal focus
is called focal length.
5. Focal plane: The plane passing through the principal focus and
perpendicular to the principal axis.
Properties of Converging Lens: Cases for Converging L enses:
Steps to D raw a Ray Diagram (all 5 cases follow the same procedure ):
1. Draw a principal axis and position the lens on the axis. It is preferable to
draw it at the center of the principal axis.
2. Mark the d istances of principal focus on both sides of the lens. Label
them F. Also mark the distance 2F that is double the distance of F.
Measure these distances from the optical center.
3. Position the object on the principal axis on the mentioned location and of
the mentioned height. Again, measure the distance from the Optical
center. Always measure the distances from the optical center.
4. Produce two light rays from the top of the o bject, one parallel to the
principal axis and the other in line with the optical center, passing through
it.
5. Refract the light ray that is parallel to the principal axis after crossing the
lens axis and pass it through the principal focus F
6. Ex tend the lines, backward or forward, until they meet. (Light rays will not
meet when the object is placed at the principal focus)
7. Position the image at the intersecting point from the principal axis. How to Determ ine the Foca l length of a Lens?
Metho d #1 Crude Method (Least Accurate ):
1. Place the lens in front of the window and adjust its position to produce a
small bright dot. The dot is actual ly an image of the sun.
2. Measure the length of distance from the lens to the screen to get the
value of the focal length of the lens
Contains man y Sources o f Er ror:
Lens not steady
Meter rule not steady
Parallax error
Bright spot not exactly formed
Method #2 Medium Acc uracy:
1. Place an illuminated object at a distance from the len s. The object should
not be very close to the lens else the light rays would be much deviating.
2. A screen is to be place on the other side of the lens to observe the image
produced.
3. The position of the screen is adjusted until a bright image is pro duced.
This shows that all the light rays have converged at a single point. The
position of the lens can also be adjusted to produce a bright image.
4. Measure the lens from the center of lens to the screen. This value
obtained will be the focal length of the lens .
Method #3 Most Accurate:
1. Repeat Method # 2 till point number 3.
2. Measure the distance of the object to the lens (p) and the image to the
lens (q)
3. Use the formula mentioned below to determine the focal length, where f
is the focal length .
# 1
# = 1
# + 1
#
The formula is not included in the syllabus so the method s hould not be
used until the formula has been specified in the examiner in the question .How can we improve this Experiment?
1. Avoid parallax error while taking the read ing from the meter rule
2. Make sure the screen is perpendicular to the bench or parallel to the
lens. Set square can be used to ensure the surfaces is perpendicular.
3. Perform the experiment in a darkened room to avoid unnecessary
exposure of light
4. Repeat the experiment and take the average
5. Place the lens and screen close to the ruler so that the reading can be
measured accurately.
6. Place the lens in a holder .Light :
Reflection of Light:
Experi me nt to verify that angle of Incidence = a ngle of ref lection. Sometimes we are given a ray box so we will follow this procedure:
i. Place a white sheet of paper and fix it on the card board.
ii. Place a mirror block on t he paper and draw an outline around it.
iii. Draw a normal at the center of the mirror.
iv. Place the ray box and incident the ray on the mirror.
v. The reflected ray will be produced from the mirror.
vi. Mark two points on the incident ray and the refl ected ray.
vii. Join the points and measure the angle of incidence and reflection from
the normal.
viii. Repeat the experiment to increase the accuracy. Refraction of Light :
How to fi nd Angle of Refraction /Refractive Index of a material ?Sometimes a ray box is used so follow these steps:
1. Place the glass block on a piece of paper and draw an outline of it.
2. Incident the ray from the ray box on one side of the block and observe its
emergence from the other side.
3. Place two points on the line followed by the ray t owards the block and
when emerging from the block.
4. Remove the block and draw lines joining the points on one side of the
lens and the other.
5. Join the intersection points of both the lines with the block boundary,
together.
6. Draw normal at the poi nts of intersection to measure the angle of
incidence and refraction. To improve the accuracy of the above experiments we can take the
following measures:
1. Repeat the procedure and take the average.
2. Perform the experiment in a dark room to avoid exposure of surrounding
light.
3. Fix the glass block so that it d oes not tilt or slide during the experiment.
4. Make sure the pins are vertical when observing the image
5. Avoid parallax error
6. Place the block at the center of the paper so that enough space is
available for the placement of the pins and observing the ray
7. Bottom of the pins should be focused when observing the image.
8. Use a sharp pencil while drawing the lines. 8
> 5054/42/M/J/10 UCLES 2010
4 A student performs an experiment using optical pins to find the effect of a circular block, made of transparent plastic, on parallel rays of light.
Fig. 4.1 shows the circular plastic block on a sheet of white paper.
The student draws round the block with a sharp pencil. The student also draws three parallel lines up to the block before starting the experiment.
(a) Explain why the student draws round the block. ................................................................................................................................................... ............................................................................................................................................. [1]
(b) The student places pins P 1 and P 2 on line 1, representing an incident ray of light.
Describe how the student places pins P 3 and P 4 to locate the emergent ray. ................................................................................................................................................... ................................................................................................................................................... ............................................................................................................................................. [1]
(c) On Fig. 4.1,
(i) complete the path of the ray along line 1 through the block, [1]
(ii) draw the normal at the point where the ray along line 1 enters the block, [1]
(iii) measure the angle of incidence i where the ray along line 1 enters the block.
i = .................................................. [1]
(d) Explain why a ray along line 2 passes through the block without changing direction. ................................................................................................................................................... ............................................................................................................................................. [1]
(e) On Fig. 4.1, complete the path of a ray along line 3 through the block. [1] 9
> 5054/42/M/J/10 UCLES 2010
P3 P 4P2P 1line 1 line 2 line 3 circular plastic block
Fig. 4.1 Page 3 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2010 5054 42
> UCLES 2010
3 (a) (i) slow reactions stopping stopwatch/started stopwatch early faulty stopwatch/string wound incorrectly B1 [1]
(ii) 4.488 C1 4.49 accept 4.5 c.a.o. 3 / 2 s.f. only A1 [2]
(b) 15 / 14.8 / 14.9 / % unit required no s.f. penalty e.c.f. (a) (ii) B1 [1]
(c) use a marker at 1 m/metre rule vertical/avoid parallax error/rule close to string/ parallax error described accurately B1 [1]
[Total: 5] 4 (a) so can be replaced (exactly) if moved/knocked/so rays can be drawn through the block/to know where the ray changes direction/marks air-glass boundary B1 [1]
(b) views P 1 and P 2 through block M0 puts P 3 and P 4 in line with P1 and P 2 B1 [1]
(c) (i) ray drawn accurately within block with ruler B1 [1]
(ii) normal drawn correctly direction from centre of block B1 [1]
(iii) 34 3 B1 [1]
(d) i = 0/arrives along normal/90 o to surface/passes through centre of block B1 [1]
(e) ray 3 completed to match ray 1 inside block e.c.f. (c) B1 [1]
[Total: 7] 5
> 5054/42/M/J/11 UCLES 2011
[Turn over 2 A student investigates the effect of a converging lens on light from the Sun.
The student uses a converging lens to produce a clear image of the Sun on a piece of white card, as shown in Fig. 2.1. converging lens light from a point on the Sun white card image of the point on the Sun
Fig. 2.1 (not to scale)
The student measures the perpendicular distance from the centre of the lens to the white card.
(a) (i) On Fig. 2.1, mark this distance and label it s. [1]
(ii) State the name given to this distance. .......................................................................................................................................[1]
(b) Describe in detail the experimental techniques used to obtain an accurate value for this distance. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3] Page 2 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2011 5054 42
> University of Cambridge International Examinations 2011
1 (a) (i) two metre rules end to end / measuring tape / one ruler and mark B1 [1]
(ii) marker on the ramp B1 align with same point on car B1 [2]
(iii) vertical height marked from floor to between lower wheel and top of car B1 [1]
(b) (i) 175.(2) or 1.75(2) seen C1 175 cm or 1.75 m A1 [2]
(ii) push on release / car does not run straight / uneven ramp or floor / friction varies / wind or draught (varies) / parallax error (in measuring distance) B1 [1]
(c) (i) axes: labels correct way round, labelled quantity and unit B1 scales: more than grid, sensible B1
y-axis: 2 cm 20 cm or 25 cm x-axis: 2 cm 4 cm or 5 cm points plotted accurately within small square B1 best fit straight line neatly drawn within plotted points B1 [4]
(ii) h dav / as h increases d increases proportionally / y = mx + c
as h increases d increases PLUS linear / not through origin / not directly proportional B1 [1] ecf directly proportional if graph straight line through origin
(d) car must be implied in answer does not move / stops before reaching point 2 / moves to bottom of ramp then stops B1 [1] ecf graph
[Total: 13]
2 (a) (i) accurate horizontal distance marked from centre of lens to screen B1 [1]
(ii) focal length / image distance B1 [1]
(b) repeat and average (measuring distance) B1 any TWO good practical points (may be marked on diagram) e.g.:
adjust screen/lens distance to give clear image
lens in holder
lens and screen perpendicular to ruler / correct use of set square explained
avoid parallax error in reading ruler/measuring f
lens/screen close to ruler
experiment in darkened room B2 [3] allow alternative experiments to measure f
[Total: 5] 2
> 5054/42/M/J/13 UCLES 2013
> For Examiners Use
1 A student determines the focal length of a lens.
The apparatus is set up as shown in Fig. 1.1. illuminated object lens metre rule wooden block screen blurred image
Fig. 1.1 (not to scale)
The illuminated object is fixed at the 0 cm mark on the metre rule.
The perpendicular distance u of the object from the lens is fixed at 15.0 cm.
(a) On Fig. 1.1, mark u and label it 15.0 cm. [1]
(b) The image on the screen is not clear and the centre of the image is above the centre of the lens.
Explain how the apparatus is adjusted
(i) to produce a focussed image on the screen, .................................................................................................................................. ............................................................................................................................. [1]
(ii) so that the centre of the image is level with the centre of the lens. .................................................................................................................................. ............................................................................................................................. [1]
(c) The image on the screen is in focus.
The student measures the distance from the object to the screen.
Fig. 1.2 shows an enlarged view of part of the screen and the metre rule. 45 46 47 43 cm metre rule 44 screen wooden block
Fig. 1.2 (i) State the reading on the metre rule at the position of the screen. reading = ............................................... [1] 3
> 5054/42/M/J/13 UCLES 2013
[Turn over
> For Examiners Use
(ii) Use your answer to (c)(i) to calculate the distance v of the image from the lens.
v = ............................................... [1]
(d) The student repeats the experiment for increasing values of u. The results are recorded in Fig. 1.3.
u / cm v / cm 20.0 19.8 25.0 16.5 30.0 15.1 35.0 14.2 40.0 13.3
Fig. 1.3 (i) In the spaces in Fig. 1.3, write your value of v from (c)(ii) and the corresponding value of u. [1]
(ii) On Fig. 1.4, plot the graph of v / cm on the y-axis against u / cm on the x-axis.
Start your graph from v = 10 cm and u = 10 cm.
Draw a curved line of best fit. 10 10 [4]
Fig. 1.4 4
> 5054/42/M/J/13 UCLES 2013
> For Examiners Use
(e) Suggest two practical techniques that the student uses to make the readings for v as accurate as possible. 1. ...................................................................................................................................... .......................................................................................................................................... 2. ...................................................................................................................................... .......................................................................................................................................... [2]
(f) When u = v, theory shows that the focal length f of the lens is given by f = u / 2.
Use your graph to determine a value for f.
f = ............................................... [1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2013 5054 42
> Cambridge International Examinations 2013
2 (a) (i) line from (5, 500) to (15, 1000) B1 line to (22, 1000) or
line horizontal for 7 minutes at 1000 m B1 line to (25, 1500) B1 [3]
(ii) 1500 m or 1.5 km cao unit required B1 [1]
(b) use of pedometer measure one pace and count paces tape measure with repeated use described use of trundle wheel B1 [1]
(c) find/measure gradient and
where steepest/largest gradient B1 [1]
[Total: 6]
3 (a) (i) using measuring cylinder using displacement can
measuring cylinder stated measuring cylinder stated B1 initial reading fill can to spout + immerse object + immerse object B1 new reading + find difference find volume of water collected B1 [3]
(ii) sensible suggestions e.g. repeat (measurement of volume) and average avoid parallax reading measuring cylinder or
eye line/line of sight perpendicular to scale/reading view level with lower meniscus avoid splashing B1 [1]
(b) mass cao and balance B1 [1]
[Total: 5] 6
> 5054/42/M/J/14 UCLES 2014
3 An experiment is carried out to investigate refraction of light through a glass block.
Fig. 3.1 shows a rectangular glass block. A ray of light is incident at P at an angle of incidence of 40. The angle of refraction in the block is 24.
(a) On Fig. 3.1, draw lines to represent
(i) the normal at P, [1]
(ii) the refracted ray. [1]
(b) The lower face of the block is labelled XY.
(i) On Fig. 3.1, continue the normal to meet XY. Label this point A.
(ii) On Fig. 3.1, continue the line of the refracted ray to meet XY. Label this point B.
(iii) Measure AB and PB. AB = ............................................................... PB = ............................................................... [1]
(iv) On Fig. 3.1, continue the line of the incident ray to meet XY. Label this point C.
(v) Measure AC and PC. AC = ............................................................... PC = ............................................................... [1]
(vi) Theory suggests that the refractive index of the glass is given by the ratio AC PB AB PC .
Calculate this ratio.
Give your answer to a suitable number of significant figures. ratio = ...........................................................[1]
(c) On Fig. 3.1, draw a line to represent the ray of light that emerges from the block.
Label this line L. [1] 7
> 5054/42/M/J/14 UCLES 2014
[Turn over
XPglass block Y
Fig. 3.1 Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2014 5054 42
> Cambridge International Examinations 2014
2 (a) current cao [B1]
(b) any one from [B1]
(low resistance) does not decrease current (much) high resistance would decrease the current (low resistance) ammeter reads a large(r) value (than high R ammeter) current is high(er) very little p.d. across it
(c) 0.67 A cao [B1]
(d) any one from [B1]
no parallax error needle does not stick easier to read / measure (current) easier to change range lower resistance
(e) (i) current is same in series circuit / no junctions / single loop [B1]
(ii) any one from [B1]
meters not identical / exactly the same zero error in meter different calibration / calibration error
[6] 3 (a) (i) normal correct at P [B1]
(ii) angle r correct 1 [B1]
(b) (iii) 2.8 0.1 cm [B1] 6.9 0.1 cm unit required on at least one response
(v) 5.3 0.1 (cm) [B1] 8.2 0.1 (cm)
(vi) 1.6 or ecf correct ratio calculated no unit [B1]
(c) emergent ray drawn parallel to incident ray and labelled L [B1]
[6] 6
> 5054/42/M/J/16 UCLES 2016
2 A student investigates the path of a ray of light through a triangular prism.
Fig. 2.1 on page 7 shows the triangular prism placed in the centre of a sheet of white paper.
(a) On Fig. 2.1,
(i) mark and label P, the mid-point of the side AB of the prism, [1]
(ii) draw the normal to the prism at P, [1]
(iii) draw a line to represent a ray of light incident at P with an angle of incidence of 40. [1]
(b) Fig. 2.2 shows a ray box that produces a narrow ray of light.
narrow ray of light ray box electric lead
Fig. 2.2
Describe how the student can use the narrow ray of light to find the path of the ray through the prism. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[4] 7
> 5054/42/M/J/16 UCLES 2016
[Turn over
triangular prism white paper CAB
Fig. 2.1 Page 2 Mark Scheme Syllabus Paper Cambridge O Level May/June 2016 5054 42
> Cambridge International Examinations 2016
1 (a) (i) (clamp) may topple / fall / tilt / bend / turn / become less stable / become unbalanced / move clockwise (to the right) B1
(ii) sketch showing rod turned around the other way B1
(b) (i) rule vertical (by eye) with two set squares correctly used B1
(ii) height (above bench) at two places same B1
(c) (i) use of vertical ruler / set square / plumb line B1
(ii) 53 cao B1
(d) (i) axes labelled quantity on both axes and unit on y-axis only and axes correct way round B1 scales linear, not awkward, start from (0,0) B1 points plotted accurately B1 smooth best fit curve drawn B1
(ii) l Nav seen for one pair of values from graph or table B1
two correct values of xy calculated and not equal comment B1
(iii) less card used B1 can use just one piece of card o.r.a
2 (a) (i) P marked at centre of AB B1
(ii) correct normal at P B1
(iii) ray accurately drawn at 40 to normal B1
(b) use of ray box / pins / crosses / pencil dots to mark incident ray B1 mark emergent ray with pins / crosses / pencil dots B1 emergent ray drawn through crosses / dots to prism B1
ray drawn through prism to join incident and emergent rays B1 85054/42/M/J/17 UCLES 2017
4 An object is moved between a lamp and a screen. A student investigates how the height of the shadow cast by the object on the screen changes.
The apparatus is shown in Fig. 4.1.
object (side view) screen lamp
dD = 80.0 cm
Fig. 4.1 (not to scale)
The object is a square sheet of white card. The length of each side is H. The object is attached to a pin and supported by a cork, as shown in Fig. 4.2.
card pin
H
cork
Fig. 4.2 (full size)
(a) Measure and record the length H as shown in Fig. 4.2.
H = ............................................... cm [1] 95054/42/M/J/17 UCLES 2017 [Turn over
(b) The screen is placed at a distance D = 80.0 cm from the centre of the lamp.
She places the object at a distance d = 70.0 cm from the centre of the lamp and observes the shadow made by the object on the screen. The shadow is shown in Fig. 4.3.
screen shadow
h
Fig. 4.3 (full size)
(i) Measure and record the length h of the shadow shown in Fig. 4.3.
h = ............................................... cm [1]
(ii) Suggest why it would be difficult to measure accurately the length of the shadow. ........................................................................................................................................... .......................................................................................................................................[1] 10 5054/42/M/J/17 UCLES 2017
(c) She repeats the procedure for values of d of 60.0 cm, 55.0 cm, 45.0 cm, 30.0 cm and 25.0 cm. Her results are recorded in the table of Fig. 4.4.
d / cm h / cm 70.0 60.0 2.7 55.0 2.9 45.0 3.6 30.0 5.3 25.0 6.4
Fig. 4.4 (i) Add your value of h from (b)(i) to the table in Fig. 4.4.
(ii) On Fig. 4.5, plot a graph of h / cm on the y-axis against d / cm on the x-axis.
Start both axes from the origin. Draw the smooth curve of best fit.
Question 4 continues on page 12. 11 5054/42/M/J/17 UCLES 2017 [Turn over
9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 00
Fig. 4.5
[4] 12 5054/42/M/J/17 UCLES 2017
> Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
(d) (i) Use your graph to find h40 , the value of h when the object is 40.0 cm from the centre of the lamp.
h40 = ............................................... cm [1]
(ii) The student suggests that the value of h40 , is related to the length H of the object by the equation
h40 = 2 H.
Calculate the length H of the object using this equation.
H = ............................................... cm [1]
(iii) Compare the value for H calculated in (d)(ii) with the value that you measured in (a) .
State whether your results support the students suggestion and justify your answer by
reference to the results. statement .......................................................................................................................... justification ........................................................................................................................ ........................................................................................................................................... [1]
(e) (i) Extend your graph to predict the length h20 of the shadow when d = 20.0 cm.
h20 = ............................................... cm [1]
(ii) The student suggests that the distance d should not be less than 10.0 cm. Give one
reason why this is a sensible suggestion. ........................................................................................................................................... .......................................................................................................................................[1]
(f) D was kept constant throughout the investigation. Suggest why. ................................................................................................................................................... ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2017 UCLES 2017 Page 4 of 4
> Question Answer Marks
> 4(a) 2.0 (cm) correct answer only B1
> 4(b)(i) 2.3 (cm) correct answer only B1
> 4(b)(ii) (edges of) shadow curved / not distinct / (shadow of) ruler / hand / person gets in the way / shadow is of variable height B1
> 4(c) axes labelled quantity and unit and axes correct way round B1
> x axis scale linear, not awkward, starts from (0,0) B1
> points plotted accurately B1
> smooth best fit curve drawn B1
> 4(d)(i) 4(.0) 0.2 (cm) B1
> 4(d)(ii) (d)(i) 2 B1
> 4(d)(iii) expect YES and values very close / nearly the same / close enough / within limits of experimental error / < 10% B1
> 4(e)(i) correct value from sensible extrapolation B1
> 4(e)(ii) shadow becomes too big to fit on screen / becomes more blurred / off the scale of the graph B1
> 4(f) changing D changes the height of the shadow / to make it (a) fair (test) / a fair comparison B1
45054/42/M/J/18 UCLES 2018
2 A student investigates the reflection of light by a plane mirror.
She places the mirror vertically on a sheet of paper.
She uses a pencil to mark the position of the plane mirror with a straight line and labels the line XY.
She removes the mirror and draws a normal at the centre of the line, and labels the normal AC.
She labels the point where the normal crosses the mirror with the letter B. The sheet of paper is shown in Fig. 2.1.
ACE
P4P3
X YB
Fig. 2.1 55054/42/M/J/18 UCLES 2018 [Turn over
(a) A ray of light is incident on the mirror at B with an angle of incidence of 40.
On Fig. 2.1, draw a line 10 cm long from B to the left of the normal and below the mirror to represent the incident ray. Label the other end of the line D. [2]
(b) The student replaces the mirror.
She places a pin P 1 close to point B on the line DB and places a second pin P 2 at point D.
She views the images of P1 and P2 in the mirror from the direction indicated by the eye E in Fig. 2.1.
She places two pins P 3 and P 4 on the paper so that P 3 and P 4, and the images of P 1
and P 2 when viewed by E, are in a straight line.
The positions of P 3 and P4 are shown in Fig. 2.1.
(i) On Fig. 2.1, draw a line joining the positions of P3 and P 4. Continue your line until it reaches the mirror. [1]
(ii) Measure the angle of reflection r.
r = ............................ [1]
(c) State one precaution that the student should take when positioning the pins to obtain an accurate value for r.................................................................................................................................................... ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2018 UCLES 2018 Page 4 of 6
> Question Answer Marks
> 1(a) correct symbol and parallel connection with the lamp B1
> 1(b) V = 1.6(0) (V) B1
> I = 0.17(0) (A) B1
> 1(c) 9.4 / 9.41 (), 7.5 / 7.55 () B1
> 1(d) (no - ) values too different / too far apart / beyond the limits of experimental accuracy / > 10% apart B1
> 1(e) (the results show that the lamp has a greater resistance when) brighter B1 Question Answer Marks
> 2(a) line of length 10.0 (cm) and with its end labelled D B1
> angle of incidence 40 to the left of the normal and below the mirror B1
> 2(b)(i) line passing through P 3 and P 4 and reaching mirror B1
> 2(b)(ii) 42 () B1
> 2(c) pins vertical / (align by) viewing bases of pins / pins far apart / > 5 cm B1 Question Answer Marks
> 3(a) 5.0 and 2.3 (either way around for length and width) B1
> 11.5(0) (cm 2), accept 12 B1
> 3(b) 0.14 (N) B1
4
> 5054/04/O/N/08 UCLES 2008
2 A student performs an experiment to find the position of the image of an object in a plane mirror.
The student forgets to draw the line of the mirror on the paper he uses.
The paper with the positions of object O and the pins is shown in Fig. 2.1.
The student places two pins P 1 and P 2 on an incident ray from O to the mirror. He places two pins P3 and P 4 on the reflected ray.
This is repeated with pins Q 1 and Q 2 on a different incident ray and Q 3 and Q 4 on the reflected ray.
(a) On Fig. 2.1,
(i) draw the incident ray from the object through pins P 1 and P 2,
(ii) draw the reflected ray through pins P 3 and P 4,
(iii) continue these two rays and find where they meet. [3]
(b) Repeat (a) using pins Q 1, Q 2 , Q 3 and Q 4. [1]
(c) On Fig. 2.1, draw a line to show the position of the mirror. Label this line M. [1]
(d) On Fig. 2.1, use the reflected rays to find the position of the image in the plane mirror. Label the image position I. [1]
(e) Measure the distance between O and I.distance = [1]
(f) Explain why the student should observe the bottom of the pins when performing the experiment. ................................................................................................................................................... .............................................................................................................................................. [1] 5
5054/04/O/N/08 UCLES 2008 [Turn over
OQ 1P 1P 2P 3P 4Q 3Q 4Q 2
Fig. 2.1 Page 3 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2008 5054 04
> UCLES 2008
2 (a) line through OP 1P2 with ruler, neat, touching each dot B1 line through P3P4 with ruler, neat, touching each dot B1 lines produced to meet B1 [3]
(b) repeat for Q B1 [1]
(c) mirror line accurately drawn through intersections B1 [1]
(d) P3P4 and Q3Q4 produced back to meet B1 [1]
(e) 12.5 to 14.0 cm to nearest mm unit required B1 [1]
(f) pins may not be vertical / pins not straight / where pins enter paper allow more accurate / pins placed correctly or properly B1 [1]
[Total: 8]
3 (a) reading on scale not zero when closed / no object B1 [1]
(b) 28 seen or implied C1 1.28 seen / 8 seen C1 0.16 cao unit not required (0.427 scores 2) A1 [3]
(c) easier to use (e.g. no vernier to read/automatic reading) / reduces operator error / quicker to use / more sf or dp or precise B1 [1] uses a battery / cell / battery / cell may run out / expensive / too sensitive / readings fluctuate / (circuit) malfunction B1 [1]
[Total: 6] 10
> 5054/42/O/N/12 UCLES 2012
> For Examiners Use
4 A student investigates the deviation of a ray of light by a prism.
A ray of red light passes through the prism. The student places pins P 1 and P 2 on the incident ray and pins P 3 and P 4 on the emergent ray.
Fig. 4.1 on page 11 shows the positions of the pins and the prism.
(a) (i) On Fig. 4.1, draw a straight line through P 1 and P 2.
Continue this line through the prism. [1]
(ii) On Fig. 4.1, draw a straight line through P 3 and P 4.
Continue this line to cross the line drawn in (i) . [1]
(iii) Measure the smaller angle between the line drawn in (i) and the line drawn in (ii) .angle = .............................................................. [1]
(iv) On Fig. 4.1, draw a line to represent the actual path of the ray through the prism. [1]
(b) Suggest why the student uses red light and not white light in this experiment. .......................................................................................................................................... .................................................................................................................................... [1]
Question 4 continues on page 12. 11
5054/42/O/N/12 UCLES 2012 [Turn over
For Examiners Use
P4P3P2P1
Fig. 4.1 12
5054/42/O/N/12 UCLES 2012
For Examiners Use
> Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
(c) In a different experiment, the student is asked to draw the normal at the point where an incident ray strikes a prism.
The student draws a line, as shown in Fig. 4.2. prism incident ray students line
Fig. 4.2 (i) Explain why the students line is not the normal. .................................................................................................................................. ............................................................................................................................ [1]
(ii) On Fig. 4.2, draw the correct normal. Measure the angle of incidence i.
i = ...................................................................... [1] Page 4 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2012 5054 42
> Cambridge International Examinations 2012
4 (a) (i) line correctly drawn through P 1 and P 2 and extended into prism B1 [1]
(ii) line correctly drawn through P 3 and P 4 and extended back to cross (a)(i) B1 [1]
(iii) correct construction lines and 36 2 B1 [1]
(iv) path through prism correctly drawn B1 [1]
(b) spectrum formed/ dispersion occurs/ splits into colours B1 [1]
(c) (i) not perpendicular/at 90 to surface/prism/side of prism normal is perpendicular to surface B1 [1]
(ii) correct normal seen and 32 2 B1 [1]
[Total: 7] 5
> 5054/42/O/N/13 UCLES 2013
[Turn over
> For Examiners Use
2 A student investigates the reflection of light.
The student has available: a pin board, a sheet of plain paper, a plane mirror, optical pins, a pencil, ruler and protractor.
(a) Describe how the student uses the apparatus to verify that the angles of incidence and reflection are equal.
Include a clear labelled diagram in your answer. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [4]
(b) The student carries out the experiment carefully.
Describe one practical technique that improves the accuracy of the experiment. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [1] Page 2 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2013 5054 42
> Cambridge International Examinations 2013
1 (a) (i) measuring force just before it jumps reading meter and pulling magnet at same time force varies/not constant B1 [1]
(ii) sensible suggestion, e.g. use of two people explained pull slowly repeat video newton meter B1 [1]
(b) 5.5 0.1 N unit required B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit (on y-axis only) B1 scales: linear, not awkward
x-axis: e.g. 2 cm 1 y-axis: e.g. 2 cm 1 N B1 points plotted accurately within small square neat crosses or small points (in circle) B1 smooth curve of best fit drawn B1 [4]
(ii) increasing n decreases F
inverse relationship B1 [1]
(d) newton meter not sensitive enough scale too big no change/same reading reading/force is too small (for this meter)/no force B1 [1]
(e) (i) new paper/second expt (thicker) as force smaller (or reverse argument) paper that gives 3.0 N force B1 [1]
(ii) more sensitive more readings larger values for F B1 [1]
(f) yes + aluminium non-magnetic B1 [1]
2 (a) diagram showing paper and plain mirror
plus incident and reflected rays OR four roughly correct pins B1 2 pins placed on incident ray B1 pins or image (of pins) viewed in/through mirror B1 lines drawn and angles i and r measured to normal B1 [4] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2013 5054 42
> Cambridge International Examinations 2013
(b) sensible suggestion, e.g. view bottom of pins pins vertical pins far apart, e.g. greater than 5 cm repeat for different angles/repeat experiment sharp pencil B1 [1]
3 (a) (i) 0.9 V cao (unit required) B1 [1]
(ii) crocodile clips tight connections explained, e.g. wrap wire and tape B1 [1]
(iii) same value/0.9 V and needle to right B1 [1]
(b) sensible suggestion, e.g. e.m.f./voltage too small run down quickly/small amount of energy voltage not steady current too small resistance too large B1 [1]
(c) (i) 1. 2.7 (V) ecf 3 (a)(i) B1 [1]
2. correct wiring in series and connected to voltmeter B1 [1]
(ii) 1. 0.9 (V) ecf = (a)(i) B1 [1]
2. correct wiring in parallel and connected to voltmeter B1 [1]
4 (a) measures all ten together and divides by ten B1 how stops marbles moving, e.g. in a groove between two rulers 5 or more in a line shown touching each other B1 how ends are marked, e.g. use of blocks correct use of set squares B1 [3]
alternative methods:
methods of measuring one marble can score max. 2
measuring all 10 and averaging (B1) technique, e.g. set squares/blocks with one marble circumference from: string/paper rolled round marble then
ink dot on marble and roll then (B1)
(b) (i) 16.8(0) mm / 1.68(0) cm cao (unit required) B1 [1]
(ii) diameter (of same marble) measured more than once in different direction(s) B1 [1] 3
> 5054/42/O/N/15 UCLES 2015
[Turn over 1 A student performs an experiment to obtain an accurate value for the focal length of a converging lens.
His school has lenses with focal lengths 10 cm and 15 cm.
The student is given a lens from a packet labelled focal length 10 cm.
(a) Describe a simple method the student can use in order to check that the lens has a focal length of 10 cm. You may use a diagram in your answer. ................................................................................................................................................... ................................................................................................................................................... .............................................................................................................................................. [1]
(b) The student then uses the apparatus in Fig. 1.1 to obtain an accurate value for the focal length f of the lens.
metre rule screen lens lens holder illuminated object light
Fig. 1.1 (not to scale)
The student places the lens a measured distance u from the illuminated object. He then adjusts the position of the screen until a clear focused image is seen on the screen. He measures the distance D from the object to the focused image on the screen.
(i) On Fig. 1.1, mark and label the lengths u and D. [2]
(ii) The distance u is set at 85.0 cm and the student measures the distance D. He repeats the experiment and obtains the following values, in cm, for D.96.5 96.3 96.2 96.1 96.2 Calculate Dav , the average value of D.Give your answer to three significant figures.
Dav = ...................................... [1]
(iii) State one way in which the student can ensure that each measurement of D is accurate. ...................................................................................................................................... [1] 4
> 5054/42/O/N/15 UCLES 2015
(c) The student repeats the experiment for a range of values of u and obtains a value for Dav each time. The results are recorded in Fig. 1.2.
u / cm Dav / cm 85.0 70.0 81.0 50.0 62.3 25.0 41.6 18.0 40.5 15.0 45.1 12.0 69.5
Fig. 1.2 (i) On Fig. 1.2, add your value of Dav for u = 85.0 cm from (b)(ii) .5
> 5054/42/O/N/15 UCLES 2015
[Turn over (ii) On Fig. 1.3, plot the graph of Dav / cm on the y-axis against u / cm on the x-axis. Start your axes from (0, 30).
The graph shows that Dav has a minimum value. Draw the smooth curve of best fit.
030
Fig. 1.3
[4]
(iii) Use your graph to find
1. the minimum value of Dav ,minimum value of Dav = ...................................... [1]
2. um, the value of u when Dav is minimum.
um = ...................................... [1] 6
> 5054/42/O/N/15 UCLES 2015
(iv) Theory shows that the minimum value for Dav is when Dav = 4 f and when um = 2 f.
Calculate Dav 4 and um2 from the values you have given in (c)(iii) . Comment on your answers. ........................................................................................................................................... ...................................................................................................................................... [1] Page 2 Mark Scheme Syllabus Paper Cambridge O Level October/November 2015 5054 42
> Cambridge International Examinations 2015
1 (a) use of distant object and screen B1
(b) (i) u marked correctly B1
D marked correctly B1
(ii) 96.3 cm unit required B1
(iii) avoid parallax in reading (ruler) / view perpendicularly lens / screen close to ruler use darkened room check for zero error clamp ruler move screen ( not lens) backwards and forwards (until sharp image found) object and lens same height (above bench) object and lens and screen perpendicular to bench / vertical B1
(c) (ii) axes correct way round, labelled quantity and unit B1 scales linear, sensible B1 points plotted accurately within small square neat crosses or small points (in circle) B1 best fit smooth curve drawn B1
(iii) 1. 39 to 41 (cm) B1
2. 20 2 (cm) B1
(iv) both values for f correctly calculated and sensible comment B1
[Total: 12]
2 (a) pulling string tight and squashing ball ball not spherical sensible comment about marking string holding string straight / taut to measure length B1
(b) (i) method mark: ball placed between two planes M1 practical detail mark: use a ruler / tape to measure A1
(ii) any two from: repeat and average how planes made parallel described not squash ball avoid parallax in reading metre rule B2
[Total: 5] 10 5054/42/O/N/17 UCLES 2017
3 A student measures the refractive index of the material of a transparent block ABCD by tracing the path of a ray of light through it.
The experiment is set up as shown in Fig. 3.1.
BCA QPray box Dtransparent block
Fig. 3.1 11 5054/42/O/N/17 UCLES 2017 [Turn over
(a) She directs a ray of light PQ from the ray box on to side AB of the block.
(i) On Fig. 3.1, draw a normal to side AB at point Q. Extend the normal so that it crosses side CD. Label the point at which the normal crosses CD with the letter R. [1]
(ii) Measure the angle of incidence
of the ray PQ on side AB.
= ...................................................[1]
(b) She marks, with crosses, two points on the emergent ray from CD, as shown on Fig. 3.1.
On Fig. 3.1 draw a line joining the two crosses and continue this line until it meets QR.
Label the point where the line crosses CD with the letter S and the point where it crosses QR with the letter T.
Draw a straight line from Q to S.
(i) Measure the length x of QS.
x = .......................................................
(ii) Measure the length y of ST.
y = .......................................................
[2]
(c) The refractive index n of the material of the block is given by the equation
n yx
= .
Calculate n.
n = . ....................................................[1] 5054 /42 Cambridge O Level Mark Scheme
> PUBLISHED
> October/November 2017 UCLES 2017 Page 4 of 4
> Question Answer Marks
> 3(a)(i) normal drawn at point Q and extended to cross CD with point R correctly labelled B1
> 3(a)(ii) = 30 1 unit required
> B1
> 3(b)(i) straight line through crosses, crossing CD at S and QR at T, S and T both labelled
> and x = 5.3 0.1 (cm)
> B1
> 3(b)(ii) y = 3.5 0.1 (cm) B1
> 3(c) candidates x / y calculated correctly B1 Question Answer Marks
> 4(a) wire, ammeter, power supply in series and voltmeter in parallel with the wire (or the cell, if the only resistance in the circuit is provided by the wire)
> B1
> symbols for cell / battery / power supply, ammeter and voltmeter correct B1
> 4(b) measure V and I (and calculate R) B1
> repeat for different lengths B1
> 4(c) plot a graph of R against l (can be credited from b) / (use table / readings to) compare resistance values as length changes B1
65054/42/O/N/18 UCLES 2018
2 A student measures the focal length of a convex lens. He sets up the apparatus shown in Fig. 2.1.
illuminated object convex lens in holder screen
x
lamp
y
Fig. 2.1
He places the lens a distance from the illuminated object.
He moves the screen until a sharp image of the object is formed on the screen.
(a) (i) Measure, to the nearest millimetre, the length x and the length y on Fig. 2.1.
x = .................................................. cm
y = .................................................. cm [2]
(ii) The diagram in Fig. 2.1 is drawn one-eighth full size.
Calculate the distance u from the object to the lens and the distance v from the image to the lens.
u = .................................................. cm
v = .................................................. cm [1]
(b) Calculate the focal length f of the lens, using the equation ( ) .f u vuv
+
=
Give your answer to 2 significant figures.
f = ............................................ cm [2]
(c) State one precaution that the student takes to obtain an accurate value for the focal length f
of the lens. ................................................................................................................................................... ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> October/November 2018 UCLES 2018 Page 5 of 6
> Question Answer Marks
> 2(a)(i) x = 2.6 (cm) B1
> y = 7.8 (cm) B1
> 2(a)(ii) u = 20.8 (cm) and v = 62.4 (cm) B1
> 2(b) 15.6 C1
> 16 (cm) A1
> 2(c) move screen slowly / to and fro until sharpest focus obtained repeat each reading and average object / lens / screen perpendicular to bench object and lens same height above the bench carry out experiment away from other bright light sources / darkened room take reading perpendicular to scale or ruler / avoidance of parallax described Any 1 1 mark
> B1 Question Answer Marks
> 3(a)(i) 0.915 (s) C1
> 0.92 (s) A1
> 3(a)(ii) the data is only given to 2 decimal places / there is a large variation in the raw data B1
> 3(b)(i) measuring tape B1
> 3(b)(ii) 282.6 (280 / 283 / 300) (m / s) [284.2 (m / s) if 0.915 s used]
> B1
> 3(b)(iii) distance is only approximate / difficult to measure distance accurately / difficult to coordinate claps with the echoes / reaction time errors
> B1
# Current and Electricity:
Read Ammeter, Galvanometer and Voltmeter from previous chapter.
To obtain correct readings using any kind of digital meter do keep these
things in mind:
1. To measure the reading on the ammeter or voltmeter, make sure to
avoid parallax error by keeping the line of sight perpendicular to the
markings.
2. It must also be noted that the meters should not have zero error. To
check for zero error, check if the needle of the meter coincides with the zero
of the scale when not in use.
3. Tap the meter before attaching the wires to check if the needle is freely
moving.
4. Wait for the needle to get stationary before taking the reading.
In Exams if you have to mark the reading on a meter. Follow these steps:
1) Mark the arrow head on the reading
2) Extend the line backward towards the start of the needle using a ruler.
Example Question:
Mark 15 Volts on the diagram. Crocodile Clips:
Crocodile clips are utilized for linking electrical
components together, ensuring secure and correct
contact while facilitating easy attachment and
detachment. They are fixed to the end of wires .
Important tip: In an experiment when the voltmeter/ammeter is giving a
wrong reading it could be due to lose connections of the crocodile clips.
Resistor:
An electronic device that is used for regulating the flow of
current within a circuit. Resistors may vary in type,
either fixed or adjustabl e, depending on their design.
Rheostat (Variable Resistor):
A type of resistor whose resistance depends upon
the change in length of the conductor. Length and
Resistance are directly proportional that is the
greater the length the greater will be the re sistance. Resistors in Series:
There are 3 properties to remember about resistors in series:
1) Total resistor in series is the sum of individual resistances of the
resistors.
2) Current in a series circuit remains same i.e. the current passing
through all the resistors is same.
# = = =
3) The potential difference in series gets divided such that the higher
the resistance of the resistor the higher will be the voltage across it.
#
Also, t he sum of the potential differences on the resistors in series is
equal to the EMF i.e., voltage of the battery.
# = + + Resistors in Parallel:
There are 3 properties to remember about resistors in parallel :
1) In parallel circuits the R eciprocal of total resistance of the resistors is
equal to the sum of reciprocal of individual resistances .
2) The current is distributed in the resistors. Total current in the circuit is
equal to the individual currents passing through each resistor in parallel .
# = + +
3) The potential difference remains same across all the branches in
parallel.
# = = = Safety Measures while performing Electricity Experiments:
In order to ensure safe handling while performing electrical experiments,
following measures must be taken into consideration :
1. Do not use very high voltage and currents for performing experiments .
2. Make sure that the wires have proper insulation and are not worn
3. Perform the experiment in a dry area and avoid spillage of water in
experiment domains
4. If heating a current carrying conductor is required, submerge the
conductor in oil and then heat the oil. The setup is called oil bath. Do not
expose the components directly to flame.
5. Turn off the circuit when not is use to avoid overheating
6. Assemble the circuit when the switch is open to avoid electrocution and
Sparking
Troubleshooti ng Circuits:
If a circuit is not working, following could be the possibilities :
1. The connecting leads are broken or worn out.
2. Battery is of a lower potential than required.
3. Battery is weak
4. Bulb is already fuse
5. Bulb or component of a higher voltage requirement
6. Switch is faulty
7. If LED bulb is used, reverse connection of battery will also not let the bulb
lit Experiment to Calculate Resistance of a wire:
1. Setup the apparatus with the battery, ammeter and the resistor in series.
2. Attach the Voltmeter in parallel with the resistor.
3. Note the readings on the ammeter and voltmeter with the switch closed.
4. Use the formula R=V/I to calculate the resistance.
5. Dont use large current else the resistor would he at up and its resistance
would increase .
6. Open the circuit when not in use to avoid overheating of components.
7. Repeat the same experiment with different batteries and calculate the
resistance. Take the average of the resistances obtained.
8. For great er accuracy, plot a graph of Voltage (y -axis) against Current
(x -axis) can determine the gradient 6
> 5054/04/M/J/08 UCLES 2008
> For Examiners Use
2 Fig. 2.1 is a circuit containing a 1.5 V cell, a switch and a lamp labelled 1.5 V, 0.20 A.
1.5 V 1.5 V 0.20 A
Fig. 2.1 (a) When the switch is closed the lamp does not light up.
Explain, with the aid of a diagram, how to use a voltmeter to find out whether the cell has run down. .......................................................................................................................................... ..................................................................................................................................... [2]
(b) Suggest three other possible faults in the circuit that might prevent the lamp from lighting. 1. ...................................................................................................................................... ..................................................................................................................................... [1] 2. ...................................................................................................................................... ..................................................................................................................................... [1] 3. ...................................................................................................................................... ..................................................................................................................................... [1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2008 5054 04
> UCLES 2008
2 (a) diagram of cell and voltmeter (and bulb) with voltmeter across cell or bulb (1) allow: incomplete circuit, line through voltmeter symbol allow other components if voltmeter across cell only ignore: switches, open or closed NOT cell short-circuited reading on voltmeter much less than 1.5 V (allow value if less than 1 V) (1) [2] allow: voltmeter reads zero/no deflection on voltmeter ignore: voltmeter would not work/check whether deflection or not/ V across cell should be 1.5 V
(b) any three comments from: mark each answer space separately, list rule applies
bulb broken/blown allow: bulb fused/lamp out of order
bulb not connected/not screwed in
faulty switch allow: switch might not be closed ignore switch is open
faulty connecting lead ignore wire missing
detail of bad connection
bulb rating incorrect (higher than 1.5 V) [3] ignore lamp needs more volts to work/voltage of cell not enough to light bulb
[Total: 5]
3 (a) (i) tape measure/metre rule [1] ignore additional measuring instruments NOT inches tape
(ii) length, width and height of room/dimensions of room [1] check diagram for annotation ignore additional quantities, e.g. mass, density
(iii) (V =) l w h equation or words/( V =) area height [1]
(b) two sensible comments, e.g.
list rule applies
parallax error (unqualified/in any measuring instrument)
zero error explained
cupboards/walls not flat/ceiling not flat allow any comments to cupboards/room contents
room not square
tape measure too short
ceiling too high to reach/hazard identified [2]
[Total: 5] 6
> 5054/42/M/J/11 UCLES 2011
3 Three resistors A, B and C are connected in a circuit with a cell, as shown in Fig. 3.1. CBA
Fig. 3.1 (a) State the arrangement of resistors B and C in the circuit. ...............................................................................................................................................[1]
(b) On Fig. 3.1, draw
(i) the symbol for a voltmeter to measure the voltage provided by the cell, [1]
(ii) an X to indicate the position of an ammeter to measure the current in resistor A. [1]
(c) The voltmeter is shown in Fig. 3.2. 0123 4 6 78910 5V
# +Fig. 3.2 (i) State the voltmeter reading V on Fig. 3.2.
V = .....................................................[1] 7
> 5054/42/M/J/11 UCLES 2011
[Turn over (ii) Resistors A, B and C have resistances RA , RB and RC where RA = RB = RC = 10 .
Use your answer for V in (c)(i) and the relationship below to find the value of the current I in resistor A.
V
I = RA + RC RB
RC + RB
I = .......................................................[1]
(d) Four students try to build the circuit of Fig. 3.1 with three 10 resistors and a cell.
Their circuit diagrams are shown in Fig. 3.3. circuit 1 circuit 4 circuit 2 circuit 3
Fig. 3.3
State and explain which circuit is not the same as the circuit in Fig. 3.1. ................................................................................................................................................... ...............................................................................................................................................[1] Page 3 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2011 5054 42
> University of Cambridge International Examinations 2011
3 (a) parallel B1 [1]
(b) (i) correct voltmeter symbol drawn across power supply B1 [1]
(ii) X marked in series with resistor A B1 [1]
(c) (i) 1.5 V cao B1 [1]
(ii) 0.1(0) A ecf (c)(i) 15 B1 [1]
(d) circuit 2 PLUS
two series resistors in parallel loop / no resistor in series with power supply owtte / resistance is 6 B1 [1]
[Total: 6]
4 (a) (same) volume/level/mass of water B1 any ONE from:
initial temperature (of water)
size/shape/material of test tube
identical thermometers
same external conditions, e.g. room temperature / draught / position in room / humidity B1 [2]
(b) time or t / minutes (min) B1 temperature or T or / C B1 [2]
(c) both axes labelled AND correct shape for one curve (not to x-axis) B1 A and B similar shape with A initially cooling faster than B, one labelled B1 [2]
[Total: 6] 6
> 5054/42/M/J/12 UCLES 2012
3 (a) A student connects a cell, a switch and three resistors to make a circuit.
The resistors are labelled A, B and C.
Resistors A and B, the cell and the switch are all in series.
Resistor C is in parallel with the cell.
(i) In the space below, draw the circuit diagram. [2]
(ii) On your circuit diagram, draw the symbol for a voltmeter, connected to measure the voltage across resistor A. [1]
(b) A student connects the circuit shown in Fig. 3.1.
X, Y and Z are three identical lamps. ZXY
Fig. 3.1
The student closes the switch. Lamp Z lights dimly. Lamp X and lamp Y do not light.
Tick TWO of the following which are possible explanations. both lamp X and lamp Y are faulty only lamp X is faulty only lamp Y is faulty the cell is running down a connecting lead from the cell is broken the current in lamp X and in lamp Y is too small [2] Page 3 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2012 5054 42
> University of Cambridge International Examinations 2012
2 (a) (i) length marked accurately from support to centre of bob B1 [1]
(ii) measuring instrument stated
and additional detail how it is used e.g. add measured diameter bob mark string (at correct length) measure from support to top and bottom of bob then average vertical rule + set-square described or drawn B1 [1]
(b) times 60 explained/correct equation B1 [1]
(c) 10(.043) C1 10.0 (m/s 2) A1 [2]
(d) repeat for different value(s) of length (and average) B1 [1]
[Total: 6]
3 (a) (i) A and B in series with cell and switch B1
C labelled and in parallel with cell B1 [2]
(ii) voltmeter across A B1 [1]
(b)
Both lamp X and lamp Y are faulty Only lamp X is faulty Only lamp Y is faulty The cell is running down
A connecting lead from the cell is broken The current in lamp X and lamp Y is too small
B2 [2]
[Total: 5] 5
> 5054/42/M/J/14 UCLES 2014
[Turn over 2 A student investigates the use of ammeters in a circuit.
(a) State the quantity measured with an ammeter. ...............................................................................................................................................[1]
(b) Explain why it is important for an ammeter to have a low resistance. ................................................................................................................................................... ...............................................................................................................................................[1]
(c) Fig. 2.1 shows an analogue ammeter. 0 1.0 A
# + 0.5
Fig. 2.1
State the reading on the ammeter. reading = ...........................................................[1]
(d) A school has both digital and analogue ammeters.
Suggest one advantage of using a digital ammeter rather than an analogue ammeter. ...............................................................................................................................................[1]
(e) Fig. 2.2 shows a simple circuit. X ZY
Fig. 2.2
A student connects three similar ammeters at X, at Y and at Z. The ammeters give slightly different readings.
(i) Explain why all the ammeters should give the same reading. ........................................................................................................................................... .......................................................................................................................................[1]
(ii) Suggest a reason for the slight differences in the three readings. ........................................................................................................................................... .......................................................................................................................................[1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2014 5054 42
> Cambridge International Examinations 2014
2 (a) current cao [B1]
(b) any one from [B1]
(low resistance) does not decrease current (much) high resistance would decrease the current (low resistance) ammeter reads a large(r) value (than high R ammeter) current is high(er) very little p.d. across it
(c) 0.67 A cao [B1]
(d) any one from [B1]
no parallax error needle does not stick easier to read / measure (current) easier to change range lower resistance
(e) (i) current is same in series circuit / no junctions / single loop [B1]
(ii) any one from [B1]
meters not identical / exactly the same zero error in meter different calibration / calibration error
[6] 3 (a) (i) normal correct at P [B1]
(ii) angle r correct 1 [B1]
(b) (iii) 2.8 0.1 cm [B1] 6.9 0.1 cm unit required on at least one response
(v) 5.3 0.1 (cm) [B1] 8.2 0.1 (cm)
(vi) 1.6 or ecf correct ratio calculated no unit [B1]
(c) emergent ray drawn parallel to incident ray and labelled L [B1]
[6] 45054/42/M/J/17 UCLES 2017
2 A student investigates a series circuit containing two non-identical lamps P and Q. Both lamps need a working voltage of 2.5 V to be at full brightness.
She sets up the circuit shown in Fig. 2.1.
AP Q3 V power supply
Fig. 2.1
The student adds a voltmeter to the circuit to measure the potential difference (p.d.) across lamp P.
(a) (i) On Fig. 2.1, draw the symbol for a voltmeter to show where it is connected. [1]
(ii) Fig. 2.2 shows the reading on the voltmeter.
012543V
Fig. 2.2
State the voltmeter reading VP shown on Fig. 2.2.
VP = ................................................. V [1] 55054/42/M/J/17 UCLES 2017 [Turn over
(b) She measures the p.d. across lamp Q and records the value in Fig. 2.3, together with the brightness of the lamps. lamp potential difference / V brightness P bright Q 0.6 not lit
Fig. 2.3 (i) Add your result from (a)(ii) to the table in Fig. 2.3.
(ii) Fig. 2.4 shows the reading on the ammeter in the circuit of Fig. 2.1.
00.2 0.4 1.0 0.8 0.6 A
Fig. 2.4
State the ammeter reading I shown on Fig. 2.4.
I = ...................................................A [1]
(iii) The student states that, because lamp Q is not lit, its filament is broken. Explain how the results show that this statement is incorrect. ........................................................................................................................................... .......................................................................................................................................[1]
(iv) Suggest one reason why lamp Q does not glow. ........................................................................................................................................... .......................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2017 UCLES 2017 Page 2 of 4
> Question Answer Marks
> 1(a) bottom of ball drawn level with the zero mark on the ruler B1
> 1(b)(i) 0.626 / 0.63 seen C1
> 0.63 s correct answer only A1
> 1(b)(ii) data to 2 d.p. / large variation in raw data B1
> 1(c)(i) 5.04 (m / s 2) 2 / 3 s.f. only B1
> 1(c)(ii) longer time / sufficient time (to fall) B1
> reduces percentage error in the time / reduces the effect of (human) reaction error B1
> Question Answer Marks
> 2(a)(i) correct symbol and parallel connection with lamp P B1
> 2(a)(ii) 2.4 (V) correct answer only B1
> 2(b)(ii) I = 0.31 (A) correct answer only B1
> 2(b)(iii) there is a current in the circuit / lamp P is lit B1
> 2(b)(iv) p.d. too small (to make it glow) / much less than working voltage / lamp P takes most of the voltage B1
25054/42/M/J/18 UCLES 2018
1 A student measures the resistance of a lamp when there are different currents in the lamp.
She sets up the circuit shown in Fig. 1.1.
Apower supply
Fig. 1.1 (a) On Fig. 1.1, draw the symbol for a voltmeter connected to measure the potential difference
V across the lamp. [1]
(b) She adjusts the variable resistor until she obtains the readings on the voltmeter scale and the ammeter scale shown in Fig. 1.2.
V01 2300.2 0.4 0.6 0.8 1.0 A
Fig. 1.2
Read, and record in the table of Fig. 1.3, the potential difference V and the current I.
V / V I / A R / brightness of lamp first readings bright second readings 0.83 0.11 dim [2]
Fig. 1.3 35054/42/M/J/18 UCLES 2018 [Turn over
(c) The student adjusts the variable resistor and measures the new values of V and I. Her values are shown in the table of Fig. 1.3. The lamp is dimmer.
Use the equation
R = V
I
to calculate the resistance R of the lamp for both settings of the variable resistor.
Record your answers in the table to an appropriate number of significant figures. [1]
(d) The student thinks that because the same lamp is used throughout the experiment, its resistance is constant.
State whether the students results confirm this. Justify your answer by referring to the results. ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1]
(e) Another student says that the resistance of a lamp filament increases when it gets hot.
State, giving a reason, whether the observations confirm this. ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2018 UCLES 2018 Page 4 of 6
> Question Answer Marks
> 1(a) correct symbol and parallel connection with the lamp B1
> 1(b) V = 1.6(0) (V) B1
> I = 0.17(0) (A) B1
> 1(c) 9.4 / 9.41 (), 7.5 / 7.55 () B1
> 1(d) (no - ) values too different / too far apart / beyond the limits of experimental accuracy / > 10% apart B1
> 1(e) (the results show that the lamp has a greater resistance when) brighter B1 Question Answer Marks
> 2(a) line of length 10.0 (cm) and with its end labelled D B1
> angle of incidence 40 to the left of the normal and below the mirror B1
> 2(b)(i) line passing through P 3 and P 4 and reaching mirror B1
> 2(b)(ii) 42 () B1
> 2(c) pins vertical / (align by) viewing bases of pins / pins far apart / > 5 cm B1 Question Answer Marks
> 3(a) 5.0 and 2.3 (either way around for length and width) B1
> 11.5(0) (cm 2), accept 12 B1
> 3(b) 0.14 (N) B1
8
> 5054/04/O/N/06
> For Examiners Use
> UCLES 2006
4 A student performs an experiment to find out how the resistance of a wire varies with its length. The student loses the table of results, but finds the graph he drew. The graph is shown in Fig. 4.1.
Fig. 4.1 (a) By taking readings from the graph, draw a table showing the results the student obtained. [3] 9
> 5054/04/O/N/06
> For Examiners Use
> UCLES 2006
(b) Suggest two ways in which the student could have obtained a better set of readings. 1. ..................................................................................................................................... ......................................................................................................................................... 2. ..................................................................................................................................... .................................................................................................................................... [2]
(c) The student concludes that the resistance is directly proportional to the length of the wire. Explain why this is an incorrect conclusion. ......................................................................................................................................... ......................................................................................................................................... .................................................................................................................................... [1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL - OCT/NOV 2006 5054 04
> UCLES 2006
3 (a) (i) 8 0.5 V [1]
(ii) measurement of more than one cycle seen / 3.2 to 3.4 seen 6.7 0.2 ms [2]
(b) 150 Hz or 0.15 kHz ecf (a) (ii) [1]
(c) (i) Answer must be consistent with (b) :period too large / waves too spread out / less than one wave on screen / compares 15 Hz to (b) or to time-base settings NB ecf (b) may give converse [1]
(ii) 10 (ms/div) cao [1]
[Total 6]
4 (a) table drawn with correct headings with units 4 length values correct only resistance values correct (allow 2 for 2.0) [3]
(b) any two from: length values should be evenly spaced more readings repeat readings larger range / longer wire / shorter wire do not allow improved accuracy of original readings e.g. parallax errors, tapping meters etc [2]
(c) graph line does not pass through origin / ratio R/ l or l/R not constant [1]
[Total 6]
[Paper Total 30] 8
> 5054/04/O/N/08 UCLES 2008
4 (a) A lamp is marked 6 V, 0.3 A. These are the values of voltage and current at which the lamp is normally used. The lamp is shown in Fig. 4.1.
Fig. 4.1 (i) The lamp is connected in circuit A and then in circuit B, as shown in Fig. 4.2.
2 V
circuit A
6 V
circuit B
Fig. 4.2
State what the student observes when the switch is closed in each circuit. circuit A ............................................................................................................................. ........................................................................................................................................... circuit B ............................................................................................................................. ........................................................................................................................................... [2] 9
> 5054/04/O/N/08 UCLES 2008
(ii) The lamp is then connected in the circuit shown in Fig. 4.3.
12 V
Fig. 4.3
State and explain what is observed as the switch is closed in Fig. 4.3. ........................................................................................................................................... ........................................................................................................................................... ...................................................................................................................................... [2]
(b) A lamp has no voltage marking.
Describe an experiment to find the voltage at which the lamp blows. Include a circuit diagram in your answer. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... .............................................................................................................................................. [3] Page 4 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2008 5054 04
> UCLES 2008
4 (a) (i) dim(mer than normal) / not lit B1 [1] normal brightness / brighter (than A) / bright B1 [1]
(ii) (glows brightly then) blows / filament fuses / melts M1 voltage / current (too) high / more than working value/6V A1 [2]
(b) variable resistor / variable power supply / changing number / voltage of cells drawn or described B1 voltmeter across lamp / power supply drawn or described B1 start with low V/high R then measure V just before lamp blows B1 [3]
max 2 if no circuit drawn showing lamp and power supply / incorrectly drawn symbols / additional incorrectly connected components
[Total: 7] 6
> 5054/42/O/N/13 UCLES 2013
> For Examiners Use
3 A student uses a lemon to make a simple electric cell.
He inserts a copper strip and an iron nail into the lemon, as shown in Fig. 3.1.
FRSSHU VWULS LURQQDLO OHPRQ
Fig. 3.1
The student connects a centre-zero voltmeter between the copper strip and the iron nail to measure the e.m.f. produced by the lemon cell.
(a) Fig. 3.2 shows the voltmeter with the reading obtained. 3210321
VFig. 3.2 (i) Record the e.m.f. shown on the voltmeter. e.m.f. = ............................................... [1]
(ii) Suggest how the connecting leads from the voltmeter can be securely attached to the strip and to the nail. ............................................................................................................................. [1]
(iii) State what happens if the connections to the voltmeter are reversed. ............................................................................................................................. [1] 7
> 5054/42/O/N/13 UCLES 2013
[Turn over
> For Examiners Use
(b) Suggest one reason why lemons are not used to power simple electronic equipment such as digital watches. ..................................................................................................................................... [1]
(c) (i) The student connects three lemon cells in series and measures the total e.m.f. with the voltmeter.
1. State the total e.m.f. that you would expect. e.m.f. = ............................................... [1]
2. On Fig. 3.3, draw the connections that the student uses.
# v [1]
Fig. 3.3 (ii) The student connects three lemon cells in parallel and measures the total e.m.f. with the voltmeter.
1. State the total e.m.f. that you would expect. e.m.f. = ............................................... [1]
2. On Fig. 3.4, draw the connections that the student uses.
# v [1]
Fig. 3.4 Page 3 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2013 5054 42
> Cambridge International Examinations 2013
(b) sensible suggestion, e.g. view bottom of pins pins vertical pins far apart, e.g. greater than 5 cm repeat for different angles/repeat experiment sharp pencil B1 [1]
3 (a) (i) 0.9 V cao (unit required) B1 [1]
(ii) crocodile clips tight connections explained, e.g. wrap wire and tape B1 [1]
(iii) same value/0.9 V and needle to right B1 [1]
(b) sensible suggestion, e.g. e.m.f./voltage too small run down quickly/small amount of energy voltage not steady current too small resistance too large B1 [1]
(c) (i) 1. 2.7 (V) ecf 3 (a)(i) B1 [1]
2. correct wiring in series and connected to voltmeter B1 [1]
(ii) 1. 0.9 (V) ecf = (a)(i) B1 [1]
2. correct wiring in parallel and connected to voltmeter B1 [1]
4 (a) measures all ten together and divides by ten B1 how stops marbles moving, e.g. in a groove between two rulers 5 or more in a line shown touching each other B1 how ends are marked, e.g. use of blocks correct use of set squares B1 [3]
alternative methods:
methods of measuring one marble can score max. 2
measuring all 10 and averaging (B1) technique, e.g. set squares/blocks with one marble circumference from: string/paper rolled round marble then
ink dot on marble and roll then (B1)
(b) (i) 16.8(0) mm / 1.68(0) cm cao (unit required) B1 [1]
(ii) diameter (of same marble) measured more than once in different direction(s) B1 [1] 10
> 5054/42/O/N/15 UCLES 2015
4 A student is asked to determine the resistance R of a resistor.
The student is provided with the following apparatus. the resistor with unknown resistance R
four 1.5 V cells an ammeter a voltmeter connecting leads
(a) The student uses one of the 1.5 V cells in a circuit to determine the value of the resistance R.
In the space below, draw the circuit diagram. [2]
(b) The ammeter has one red terminal and one black terminal.
The red terminal is marked +.
(i) Explain why the terminals of the ammeter are different colours. ........................................................................................................................................... ...................................................................................................................................... [1]
(ii) On your circuit diagram in (a) , label, with the letter B, the black terminal of the ammeter. [1] 11
> 5054/42/O/N/15 UCLES 2015
(c) The student has four 1.5 V cells.
(i) In addition to 1.5 V, state three other voltages that the student could use in her circuit. .................................. .................................. .................................. [1]
(ii) Draw the arrangement of cells that produces the largest voltage. [1]
(d) The student repeats her experiment using the largest voltage. State and explain whether this produces a different value for the resistance R.................................................................................................................................................... .............................................................................................................................................. [1] Page 3 Mark Scheme Syllabus Paper Cambridge O Level October/November 2015 5054 42
> Cambridge International Examinations 2015
3 (a) metre rules laid end to end (from one wall to other) B1 can accept from a diagram
(b) one end fixed against wall (however expressed) and measure to the opposite wall / the other side B1
(c) (i) speed (of light) B1 length of device position of laser / detector within the device
(ii) can see what it is reflecting off / you can see it / I.R. cannot be seen / is not coloured to make sure it is horizontal / level B1
(iii) places it touching wall and pointing at opposite wall B1
(iv) expensive uses batteries / batteries run down / need recharging needs clear line of sight / other objects might get in the way laser hazard with eyes some surfaces may not reflect the light B1
[Total: 6]
4 (a) circuit containing one cell and resistor, with ammeter in series B1 voltmeter in parallel with resistor / cell B1
(b) (i) it matters which way round it is connected
so you can connect it the right way round B1
(ii) ammeter terminal connected to ve of cell labelled B B1
(c) (i) 3 (V), 4.5 (V) and 6 (V) B1
(ii) four cells drawn in series B1
(d) no change / same value and B1 resistance independent of voltage / depends only on the resistor OR resistance increases and
resistor becomes hot
[Total: 7] 35054/42/O/N/16 UCLES 2016 [Turn over
2 The inner core of a pencil is known as the pencil lead. It is made of carbon, a conductor of electricity.
(a) A student measures the resistance of a 12 cm length of the lead, as shown in Fig. 2.1.
12 cm pencil lead connecting wires BA
Fig. 2.1 (i) Suggest how the connecting wires can be connected to the pencil lead at A and at B. .......................................................................................................................................[1]
(ii) A micrometer is used to determine the average diameter of the pencil lead. Explain how it is used. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2]
(iii) The measured resistance X is 341 . The diameter D of the pencil lead is 0.050 cm. The length s of the pencil lead between points A and B is 12 cm.
A constant P for the material of the pencil lead is given by the relationship
P = XD 24s .Calculate P in cm. Give your answer to two significant figures.
P = ................................................. cm [2] 45054/42/O/N/16 UCLES 2016
(b) The student uses the same pencil lead to draw a thick black line, 0.20 cm wide, on a sheet of paper. He measures the resistance R between two points that are 20 cm apart, as shown in Fig. 2.2.
20 cm thick black line
Fig. 2.2
He repeats the measurement of resistance for different lengths l of the black line. The
students results are shown in Fig. 2.3.
l / cm R / k
20.0 1865 16.0 1470 12.0 1052 8.0 781 4.0 330 0 0
Fig. 2.3 (i) On Fig. 2.4 opposite, plot the graph of R / k on the y-axis against l / cm on the x-axis.
Start your graph from the origin. Draw the straight line of best fit. [4]
(ii) Determine the gradient G of the line.
Show clearly on the graph how you determined G.
G = ...........................................................[2]
(iii) Use your value of P from (a)(iii) and G from (b)(ii) to obtain a value for the depth d of the carbon layer in the pencil line using the relationship
d = P
200 G cm.
Give your answer in standard form.
d = .................................................... cm [2] 55054/42/O/N/16 UCLES 2016 [Turn over
00
Fig. 2.4 Page 2 Mark Scheme Syllabus Paper Cambridge O Level October/November 2016 5054 42
> UCLES 2016
1 (a) (i) 64(cm 3) B1
(ii) reading top of meniscus instead of bottom / parallax error explained B1
(b) (i) balance / scales B1
(ii) find mass using tare / subtract mass of measuring cylinder from that of measuring cylinder + liquid B1 (density) = mass/volume B1
(c) smaller value for density B1
[Total: 6]
2 (a) (i) crocodile clips B1
(ii) (close jaws) gently or use ratchet / thimble / spindle or until wheel slips B1 repeat at different places / positions (and average) B1
(iii) 0.055796(using button) / 0.055768(using 3.14) / 0.055818 (using 22 / 7) C1 0.056 A1
(b) (i) axes labelled quantity and unit and axes correct way round B1 scales linear, not awkward, start from (0,0) B1 points plotted accurately B1 best-fit straight line drawn B1
(ii) large triangle or any other indication of chosen points shown on graph B1 93 2 B1 accept numbers rounding down to 95 and up to 91 not accept fractional values
(iii) candidates (a)(iii) 200 (b)(ii) C1 answer correct (must be checked) in standard form A1
[Total: 13] 12 5054/42/O/N/17 UCLES 2017
4 A student investigates how the resistance of a wire depends upon its length.
He uses the equation
resistance R = potential difference V
current I .
The following apparatus is available:
power supply
ammeter
voltmeter
switch
connecting leads and crocodile clips
a length of resistance wire
metre rule
wire cutters.
Write a plan for the investigation.
(a) Draw a circuit diagram in the space below. [2]
(b) Explain briefly how the student carries out the investigation. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] 5054 /42 Cambridge O Level Mark Scheme
> PUBLISHED
> October/November 2017 UCLES 2017 Page 4 of 4
> Question Answer Marks
> 3(a)(i) normal drawn at point Q and extended to cross CD with point R correctly labelled B1
> 3(a)(ii) = 30 1 unit required
> B1
> 3(b)(i) straight line through crosses, crossing CD at S and QR at T, S and T both labelled
> and x = 5.3 0.1 (cm)
> B1
> 3(b)(ii) y = 3.5 0.1 (cm) B1
> 3(c) candidates x / y calculated correctly B1 Question Answer Marks
> 4(a) wire, ammeter, power supply in series and voltmeter in parallel with the wire (or the cell, if the only resistance in the circuit is provided by the wire)
> B1
> symbols for cell / battery / power supply, ammeter and voltmeter correct B1
> 4(b) measure V and I (and calculate R) B1
> repeat for different lengths B1
> 4(c) plot a graph of R against l (can be credited from b) / (use table / readings to) compare resistance values as length changes B1
# Current and Electr onics :
Light Dependent Resistor (LDR):
It is a type of resistor whose resistance varies
inversely with the light intensity on it that is the
higher the light intensity the lower the resistance.
Thermistor:
It is a type of resistor whose resistance varies inversely
with the temperature that is the higher the temperature
the lower the resistance. Diode:
A diode is an electronic component designed to regulate current flow in
one direction. When the diode is forward biased, meaning the positive
terminal of the battery connects to the positive terminal of the diode,
current can flow through the diode and the circuit. However, in reverse bias,
where the positive terminal of the battery connects to the diode's negative
terminal, current flow is impeded, effectively breaking the circuit. Diode
combinations also function as rectifiers, converting AC current to DC .
Anode = positive Terminal of diode
Cathode = negative Terminal of diode Cathode Ray Oscilloscope ( CRO ):
A cathode ray oscilloscope (CRO) is a
device used to visualize and analyze
electrical signals. It displays a graph of
voltage against time on a screen,
allowing users to observe the waveform
of the signal and measure its various
characteristics, such as am plitude,
frequency, and phase. Question Related to CRO .7
> 5054/42/M/J/13 UCLES 2013
[Turn over
> For Examiners Use
4 A solar cell converts light energy into electrical energy.
A student investigates the maximum e.m.f. produced by a solar cell in the laboratory.
Fig. 4.1 shows the symbol for a solar cell.
Fig. 4.1 (a) The student uses a voltmeter to measure the e.m.f. produced by the solar cell.
(i) Draw a diagram of the circuit he uses. Include a switch in the circuit. [1]
(ii) When the student closes the switch, he notices that the voltmeter needle moves backwards, as shown in Fig. 4.2. 00.1 0.2 0.3 0.4 0.6 0.7 0.8 0. 9
> 1.0 0.5
V
# +Fig. 4.2
Explain why this happens and how the student can correct this. .................................................................................................................................. ............................................................................................................................. [2]
(iii) The student corrects the problem and, when the switch is closed, the voltmeter now reads 0.96 V.
On Fig. 4.2, mark the new position of the needle. [1]
Question 4 continues on page 8. 8
5054/42/M/J/13 UCLES 2013
For Examiners Use
(b) To investigate the solar cell, the student uses light entering the laboratory through a window.
When the student moves his head to read the voltmeter, there is a large decrease in the reading.
Suggest a reason for this, and explain how the student can prevent this happening when he moves. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [2] Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. Page 4 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2013 5054 42
> Cambridge International Examinations 2013
4 (a) (i) circuit diagram containing only solar cell, voltmeter and switch in series B1 [1]
(ii) voltmeter terminals to wrong terminals of cell current in voltmeter in wrong direction voltmeter has polarity B1 reverse connections to voltmeter reverse connections to cell connect red/+ve terminal of voltmeter to red/+ve terminal of cell B1 [2]
(iii) needle drawn from centre to 0.96 V B1 [1]
(b) (movement of) head/body reduces amount of light falling on solar cell B1
head/body not between window (light source) and cell sensible suggestion e.g. position of solar cell/other light sources considered B1 [2]
[Total: 6] 6
> 5054/42/M/J/15 UCLES 2015
3 A student uses a cathode-ray oscilloscope (c.r.o.) to measure a voltage.
(a) In the space below, draw a circuit diagram containing a battery, a switch, a fixed resistor and a variable resistor, all connected in series. [1]
(b) The c.r.o. is used to measure the voltage across the fixed resistor. On your circuit diagram, label the two points A and B where the c.r.o. is connected to the circuit. [1]
(c) Fig. 3.1a shows the c.r.o. screen when the switch in the circuit is open. dot
Fig. 3.1a Fig. 3.1b
There are four control knobs on the c.r.o.:
X-shift
Y-shift
Y-gain
time-base
State which control knob is adjusted to move the dot to the centre of the screen, as shown in Fig. 3.1b. ...............................................................................................................................................[1] 7
> 5054/42/M/J/15 UCLES 2015
[Turn over (d) The Y-gain is set at 2 V / div. With the dot in the centre of the screen, the switch is then closed and the dot moves to the position shown in Fig. 3.2. 1division
Fig. 3.2 (i) Calculate the voltage VAB across the fixed resistor.
VAB = ...........................................................[1]
(ii) The resistance of the variable resistor is reduced.
State what happens to the dot on the screen. ............................................................................................................................................ .......................................................................................................................................[1] Page 3 Mark Scheme Syllabus Paper Cambridge O Level May/June 2015 5054 42
> Cambridge International Examinations 2015
3 (a) correct circuit symbols B1 all components in a series circuit
(b) A and B labelled at ends of fixed resistor B1
(c) y-shift c.a.o. no additions B1
(d) (i) 3.2 V 0.2 unit required B1
(ii) dot moves up B1
[Total: 5]
4 (a) thermometer stopwatch / (stop-)clock / timer / watch B1
(b) diagram of test tube B1 containing water thermometer with bulb in water eye drawn level with top of thread in thermometer B1
(c) temperature / temp / T / AND time / t (or vice versa) B1 C / deg C / degree C AND second(s) / s / minutes / min B1
(d) any two sensible points, e.g. timer close to test tube / see both together test tube in clamp stand thermometer in clamp stand thermometer with scale facing you two people with explanation (e.g. count down) B2 clamp not obscuring the reading thermometer not touching the sides / bottom of test tube / or of thermometer immersed parallax avoided qualified
[Total: 7] 10 5054/42/M/J/19 UCLES 2019
4 A box contains an unknown electrical component. This component is connected to two terminals P and Q on the outside of the box.
A battery, an ammeter, a switch, a lamp and two crocodile clips are connected as shown in the circuit diagram of Fig. 4.1.
Acrocodile clip box P Q
Fig. 4.1
The unknown component is either a broken wire or a connecting wire or a diode.
(a) Describe how to use the apparatus to determine whether the component in the box is:
(i) a broken wire ........................................................................................................................................... ..................................................................................................................................... [1]
(ii) a connecting wire ........................................................................................................................................... ..................................................................................................................................... [1]
(iii) a diode. ........................................................................................................................................... ..................................................................................................................................... [1] 11 5054/42/M/J/19 UCLES 2019
(b) The component in the box is a low resistance connecting wire. A second box looks identical, but contains a higher resistance resistor.
Describe how to use the apparatus to determine which box contains the resistor. ................................................................................................................................................... ............................................................................................................................................. [1] [Total: 4] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2019 UCLES 2019 Page 5 of 5
> Question Answer Marks
> 2(a) 30() B1
> 2(b)(i) refracted ray correct side of normal and r = (19 1) B1
> 2(b)(ii) Y labelled and normal correct B1
> 2(c) mark ray with pins / dots / crosses (in middle of beam) and join them (back to the prism) / draw the line B1 Question Answer Marks
> 3(a)(i) bottom of ball level with the 55 cm mark on rule B1
> 3(a)(ii) eye (on either side) looking towards rule and perpendicular to reading B1
> 3(b)(i) 54.75 C1
> 55 (cm) A1
> 3(b)(ii) bounce height difficult to judge / measure / ball only momentarily at rest / ball changes direction (too) quickly B1
> 3(c) not enough time (to read scale) / difficult to get head down to take the reading / (bounce / maximum) height is (too) small / (bounce / maximum) height is (too) close to the ground / (bounce) height < 10 cm
> B1 Question Answer Marks
> 4(a)(i) no current / lamp does not light (whichever way around the circuit is connected to the box) B1
> 4(a)(ii) lamp lights / current flows whichever way around the circuit is connected B1
> 4(a)(iii) lamp lights / current flows for one orientation of circuit B1
> 4(b) lamp is dim(mer) / current is less when the resistor is connected (or reverse argument) B1
4
> 5054/04/O/N/04
2 The resistance R of a thermistor changes with temperature. The apparatus and the circuit that are used to determine R are shown in Fig. 2.1.
Fig. 2.1
The thermistor is immersed in oil. The resistance R is determined for various values of the temperature
of the oil. The value of R is calculated using the equation R = V / I.
(a) In the space below, draw up a table in which all the required readings may be recorded, together with the values for R. Assume that five sets of readings are taken. [3]
## V Aheater thermistor thermistor stirrer thermometer oil power source
> For Examiners Use
> UCLES 2004
5
> 5054/04/O/N/04
[Turn over (b) State two precautions you would take in order to obtain the most accurate readings. 1. ...................................................................................................................................... .......................................................................................................................................... 2. ...................................................................................................................................... ......................................................................................................................................[2]
(c) Suggest a reason why the thermistor is immersed in oil and not in water. .......................................................................................................................................... ......................................................................................................................................[1]
> For Examiners Use
> UCLES 2004 Page 2 Mark Scheme Syllabus Paper O LEVEL NOVEMBER 2004 5054 4
> University of Cambridge International Examinations 2005
2. (a) Suitable table (boxes or space) for five sets of , I, V, R (or R=V/I),
N.B. R = V/I therefore accept ,R and one other (i.e. 3 quantities). B1 Four labels, words or symbols. B1 Correct units for the three quantities given in the table. B1
[3]
(b) Any two from:- wait for equilibrium/heat slowly/stir/place thermometer near R/reference to length of thermometer immersed/tap meters (having pointers)/tight connections/how to avoid parallax (equivalent to line of sight perpendicular to reading) leave thermometer in oil when reading the temperature. B2
[2]
(c) Oil has a high resistance between input leads/water low resistance/similar/ oil less volatile/evaporation/experiment quicker/specific heat capacity low/bigger range of temperature. B1
[1] {6}
3. (a) 0, unit not required, B1 ice melts at 0 oC (or reverse) accept statement even if subsequent reason is wrong/good comment re ice-water mix B1
[2] (b) (i) Diagram showing.liquid level in test tube just within the thickness of ice B1
(ii) 1. All liquid would be at 0 oC/cooling more effective B1 2. Large enough to give accuracy/small enough not to take too long to cool/thermometer 1/3 rd immersion B1
[3]
(c) 14 oC (unit required) B1
[1] {6} 4. (a) Incident ray starting from O, and correct through points, neat and thin (arrows not required) B1 Emergent ray, B1 Angle, 138 o or 42 o +/- 1 o B1
[3] (b) Correct ray through the prism, (ignore drawing qualities) (need not be labelled) B1
(c) Position such that OE along the ray = 25 cm, using see-through graph paper, E is on the ray and on or beyond the second horizontal thick line. B1
(d) Correct angle shown (normal and ray), accept numerical value of about 35 o/accept correct label i B1
[3] {6} 6
> 5054/04/O/N/06
> For Examiners Use
> UCLES 2006
3 A cathode-ray oscilloscope (CRO) is used to measure the frequency and peak voltage of an a.c. supply, as shown in Fig. 3.1.
Student Oscilloscope ON OFF focus intensity Y-INPUT VOLTS / DIV 2 V 5 V1 V 10 VTIMEBASE TIME / DIV 5 ms 2 ms 1 ms 10 ms position position trace of a.c. supply trace with a.c. supply switched off
Fig. 3.1 7
> 5054/04/O/N/06
[Turn over
> For Examiners Use
> UCLES 2006
(a) By taking measurements from the screen shown in Fig. 3.1, obtain values for
(i) the peak voltage Vp of the a.c. supply,
Vp = ........................... [1]
(ii) the time T for one cycle.
T = ............................. [2]
(b) Use the relationship 1
f =
T to find the frequency f of the a.c. supply.
f = .............................. [1]
(c) (i) Explain why it would not be possible to measure the frequency of an a.c. supply of frequency 15 Hz using the CRO on these settings. ................................................................................................................................. ............................................................................................................................ [1]
(ii) Suggest which setting for the time-base could be used when measuring afrequency of 15 Hz. ............................................................................................................................ [1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL - OCT/NOV 2006 5054 04
> UCLES 2006
3 (a) (i) 8 0.5 V [1]
(ii) measurement of more than one cycle seen / 3.2 to 3.4 seen 6.7 0.2 ms [2]
(b) 150 Hz or 0.15 kHz ecf (a) (ii) [1]
(c) (i) Answer must be consistent with (b) :period too large / waves too spread out / less than one wave on screen / compares 15 Hz to (b) or to time-base settings NB ecf (b) may give converse [1]
(ii) 10 (ms/div) cao [1]
[Total 6]
4 (a) table drawn with correct headings with units 4 length values correct only resistance values correct (allow 2 for 2.0) [3]
(b) any two from: length values should be evenly spaced more readings repeat readings larger range / longer wire / shorter wire do not allow improved accuracy of original readings e.g. parallax errors, tapping meters etc [2]
(c) graph line does not pass through origin / ratio R/ l or l/R not constant [1]
[Total 6]
[Paper Total 30] 25054/42/O/N/18 UCLES 2018
1 A student investigates how the current in a thermistor depends upon temperature.
She sets up the circuit shown in Fig. 1.1.
mA milliammeter thermistor 5.0 Vthermometer water
Fig. 1.1
She pours hot water into the beaker.
She stirs the water, measures its temperature and reads the ammeter.
She records the values of temperature and current in the table of Fig. 1.2.
She repeats these readings at 10 C intervals, as the water cools, until the water reaches room temperature.
She records all her readings in the table, as shown in Fig. 1.2. temperature
/ C current I / mA 80 2.90 70 2.30 60 1.75 50 1.20 40 30 0.60 20 0.45
Fig. 1.2 35054/42/O/N/18 UCLES 2018 [Turn over
Fig. 1.3 shows the ammeter reading when the temperature of the water is 40 C.
> 0
0.5 1.5 2.5 123mA
Fig. 1.3 (a) (i) Read the ammeter and record the missing value of current in the table of Fig. 1.2. [1]
(ii) State why the student stirs the water before taking a temperature reading. .......................................................................................................................................[1] 45054/42/O/N/18 UCLES 2018
(b) On Fig. 1.4, plot a graph of I on the y-axis against
on the x-axis. Start both axes from the origin.
Draw the smooth curve of best fit. [4]
0 0
Fig. 1.4 55054/42/O/N/18 UCLES 2018 [Turn over
(c) (i) Extend your curve to predict the current for the temperature of 0 C. current at 0 C = ............................................mA [1]
(ii) Suggest how the student can modify her investigation to check the prediction made in
(c)(i) ............................................................................................................................................ .......................................................................................................................................[1]
(d) (i) Use your graph to estimate the current I when the temperature of the water is 75 C.
I = ............................................mA [1]
(ii) The voltage V of the power supply is 5.0 V.
Use the equation
R V
I
=
to calculate the resistance R of the thermistor at 75 C.
R = .............................................. [2]
(e) (i) Describe the relationship between current and temperature for the thermistor, shown by your graph. ........................................................................................................................................... .......................................................................................................................................[2]
(ii) Deduce the relationship between resistance and temperature for the thermistor. ........................................................................................................................................... .......................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> October/November 2018 UCLES 2018 Page 4 of 6
> Question Answer Marks
> 1(a)(i) 0.85 (mA) B1
> 1(a)(ii) to ensure that the water is at a uniform temperature / to uniformly distribute the heat B1
> 1(b) axes labelled quantity and unit and axes correct way round B1
> scales linear, not awkward, start from (0,0) B1
> points plotted accurately, to the nearest square B1
> smooth, thin best-fit curve drawn B1
> 1(c)(i) correct reading from candidates graph B1
> 1(c)(ii) (add melting) ice to the beaker B1
> 1(d)(i) 2.6 0.1 (mA) B1
> 1(d)(ii) correct conversion from mA to A seen anywhere B1
> correct calculation from candidates results B1
> 1(e)(i) as the temperature increases, the current increases B1
> non-linearly / non-uniformly / not proportionately / graph is not a straight line / at an increasing rate B1
> 1(e)(ii) as the temperature increases, the resistance decreases B1
# Magnetism :
Examples of Paramagnetic Materials:
Copper Aluminum , Sil ver
Examples of Ferromagnetic Materials:
Cobalt, Nick el , Iron, Steel Types of magnets:
1) Temporary Magnets:
Temporary magnets are t hose magnets which can get easily magnetized
and easily demagnetized.
For Example: Iron.
In order to magnetize a temporary magnet , you just bring a magnet close
to it and it will become a magnet.
Temporary Magnets NEVER REPEL. In order to de magn etize a temporary magnet , you just remove the
magnet away from the iron ro d.
2) Permane nt Magnet:
Permanent magnets are those materials which are difficult to magnetize
and difficult to demagnetize. For Example, Steel.
How to Magnetize a permanent magnet/Steel ?
Single Stroke Method:
Hit the metal rod with a magnet so that
one of the magnet's poles is utilized,
moving from one end of the rod to the
other. After the initial stroke, repeat the
process using the same pole of the
magnet and in the same direction as
the last stroke. Throu gh multiple
repetitions, the rod itself becomes
magnetized. The end where the strokes
conclude adopts the same polarity as
the rubbing pole, while the other end gains the opposite polarity.
Double Stroke Method:
This technique employs two magnets. The rod is struck with both magnets
positioned on opposite sides, utilizing opposite poles. The stroking
procedure resembles that of a single stroke method, but with the use of
two magnets instead of one. As a result, the ends produce poles of
opposite polarity to that of the rubbing poles. Electri cal M ethod (Most Preferred ):How to Dem agnetize a permanent magnet/Steel ?
El ectrical Method: How to check the polar ity of a magnet?
1. Place a compass near one of the pole s of
the magnet.
2. The head of the compass needle is itself
a North Pole, hence it will be repelled by the
North and attracted towards the South
Pole.
3. If the pole repels the needle, the pole will be North Pole.
4. If the pole attracts the needle, the pole will be South Pole.
Plotting Magnetic Field lines with a compass:
1. Place the magnet at the center of a paper
2. Place a small plotting compass near the
North Pole of the magnet .
3. Mark a point in front of the compass where
arrow head of the compa ss is pointing .
4. Replac e the compass at the mark, and
mark another point where the compass
now points
5. Repeat the same procedure till the
compass reaches the South Pole
6. Repeat the above steps at different points to form multiple field lines .
Precautions for the above Experi ment :
1. Make sure no strong magnetic field exists in the nearby region
2. Use small sized compass to generate multiple points for a fine magnetic
field
3. Prevent the magnet from dropping as it weakens the magnetic field
strength
4. Make sure the needle of the compass is freely moving
5. Place the magnet with its North aligned with the geographic North. If this
is not the case, the compass would point in appropriate directions. How to differentiate between a strong and a weak magnet?
1. Expose both magnets to iron paper clips. The one that picks up the
greatest number of clips is the stronger one.
2. Attach the magnet to a newton meter and lift a fixed iron plate using the
setup. The magnet that requires greater force to be lifted will be the
stronger magnet. 2 Two students perform an investigation into how the strength of an electromagnet depends on the number of coils of wire. Fig. 2.1 shows the apparatus used.
Fig. 2.1 (a) Suggest a suitable material for the core of the electromagnet. .................................................................................................................................... [1]
(b) Outline one way of using the apparatus to estimate the strength of the electromagnet. .......................................................................................................................................... .......................................................................................................................................... .................................................................................................................................... [1]
(c) The students have different plans. Student A uses the same long piece of wire for the coils every time, and increases the number of coils by winding more of the wire round the core. Student B cuts several wires of different lengths and uses a longer piece of wire to increase the number of coils. State and explain which is the better plan. .......................................................................................................................................... .......................................................................................................................................... .................................................................................................................................... [1]
core paper clips
5[Turn over
> For Examiner's Use
> 5054/04/M/J/06 UCLES 2006 Page 1 Mark Scheme Syllabus Paper
> GCE O Level May/June 2006 5054 04
> University of Cambridge International Examinations 2006
1 (a) (i) length clearly marked, from top or bottom of rings
(ii) vertical ruler drawn within cm of load
(iii) eye/observer positioned to avoid parallax [3]
(b) values in table in ascending/descending order [1]
(c) axes: correct way round, labelled quantity and unit scales: more than grid, sensible points: plotted accurately (within square) and neat line: straight line best fit drawn with ruler, neat [4]
(d) (i) spring has length with no load
(ii) no line does not go through origin [2]
(e) (i) increase in length
(ii) 20.5 + 0.5 cm
(iii) straight line through origin [4]
[Total: 14]
2 (a) iron/soft iron/mumetal [1]
(b) any suitable method which will give a comparison e.g. how many/mass paper clips/pins/nails/tacks holds, distance from paper clip to make paper clip move/jump distance from compass to make it move [1]
(c) A: does not change circuit/current/resistance [1]
[Total: 3]
3 (a) connects battery, bulb, component in series [1]
(b) reverses connections in box/battery checks brightness [2]
(c) no light bright both ways bright one way, off when connections reversed dim both ways [4]
[Total: 7]
4 (a) 0.8 + 0.1 cm 5.0 + 0.1 cm [1]
draw parallel tangents/measure more than one in different places [1]
(b) 7.85 cm 3 ecf (one, two or 3sf) [1]
(c) thickest part in the centre/at distance from ruler/ parallax error explained [1]
(d) (i) displacement of water described, volume displaced equals volume of lens
(ii) volume of water displaced small, needs large displacement can/ measuring cylinder/large scale on measuring cylinder [2]
[Total: 6]
[Paper Total: 30] 7
> 5054/42/M/J/12 UCLES 2012
4 (a) A student finds an old magnet at the back of a drawer containing other magnets.
He designs an experiment to find out if it is still magnetised.
(i) He brings a plotting compass near to end A of the old magnet, as shown in Fig. 4.1. B A Nold magnet plotting compass
Fig. 4.1
State the polarity of end A of the old magnet. .......................................................................................................................................[1]
(ii) The plotting compass is then brought near to end B, as shown in Fig. 4.2. B AN
Fig. 4.2
State the polarity of end B. .......................................................................................................................................[1]
(iii) Suggest a possible explanation for the students results. ........................................................................................................................................... .......................................................................................................................................[1]
(b) Describe how the student can use the plotting compass to plot the shape of the magnetic field around a new magnet. You may use a diagram in your explanation. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3] Page 4 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2012 5054 42
> University of Cambridge International Examinations 2012
4 (a) (i) S/south B1 [1]
(ii) same as (a)(i) B1 [1]
(iii) bar not magnetised/soft iron/ compass induces magnetism in bar/ N pole in centre of bar/ no keepers on magnet in drawer B1 [1]
(b) marks may be awarded for clear diagram in text on diagram compass near magnet and
mark end of plotting compass
magnet drawn with compass(near) with dot shown
M1 point to first mark, mark other end (along one field line) new compass position along same correct field line OR series of dots along one correct field line A1 continue to other pole or edge of paper OR join dots to give line OR repeat (to produce more field lines) line of compasses or dots to other pole or edge of paper OR dots joined to give line OR more than 1 correct field line drawn A1 [3]
[Total: 6] [Total: 30] 5
> 5054/04/O/N/07
[Turn over
> For Examiners Use
> UCLES 2007
2 Fig. 2.1 shows a long vertical wire passing through a horizontal white card. The apparatus is used to show the shape of the magnetic field around the wire.
long wire white card
Fig. 2.1 (a) Complete Fig. 2.1 to show a circuit that provides a current in the wire. The circuit should allow the current to be varied and measured. [2]
(b) The student sprinkles iron filings on the card to show the shape of the magnetic field.
Give a reason for each of the following.
(i) The current needs to be large. .................................................................................................................................. ............................................................................................................................ [1]
(ii) The student must tap the card. .................................................................................................................................. ............................................................................................................................ [1]
(iii) The student uses small iron filings. .................................................................................................................................. ............................................................................................................................ [1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2007 5054 04
> UCLES 2007
(iii) diameter of sphere; metal used for sphere; type of oil and none wrong B2 any two correct and only one wrong scores one mark
[Total: 13]
2 (a) ammeter and d.c. power supply in series B1 rheostat/variable resistor and d.c. power supply in series/ variable power supply B1 ignore additional components if circuit works e.g. additional resistors/voltmeter correctly connected allow switch open or closed for power supply: for resistor: thermistor/LDR labelled rheostat not max 1 mark if any components drawn over circuit wire/additional incorrectly connected components allow for one mark: correct ammeter and variable resistor with incorrect power supply no marks: no power supply shown
(b) (i) magnetic field small/increases field/more field lines/to attract the iron filings for the force to be reasonable/so the magnetic field can be detected B1 not more fields/so iron filings are magnetised
(ii) help iron filings align with the field/reduce friction overcome inertia/filings large or heavy B1 allow to show the field/so iron filings spread out/ so iron filings can move
(iii) easier to move/easier to attract/show field more accurately/lighter weight/ less mass or inertia/more sensitive to the field/clearer field/ follow field without overlapping B1 allow show weaker field ignore more easily/quickly magnetised
[Total: 5]
3 (a) (i) incident ray continued straight with ruler (labelled XY) B1 allow dotted line line to level with P 4
(ii) (refracted and) emergent rays correctly drawn with ruler B1
(iii) (d) marked correctly between lines B1 allow line not accurate but intention clear not horizontal line if d varies significantly
2
> 5054/42/O/N/13 UCLES 2013
> For Examiners Use
1 A student investigates how a magnetic force varies with distance.
A bar magnet is attracted to the iron base of a clamp stand, as shown in Fig. 1.1.
A newton meter is attached to the magnet. newton meter string tape magnet iron base
Fig. 1.1
The student pulls the newton meter vertically upwards and measures the force F required to pull the magnet off the iron base.
(a) (i) Explain why it is difficult to measure F accurately. .................................................................................................................................. ............................................................................................................................. [1]
(ii) Describe a method the student can use to measure F more accurately. .................................................................................................................................. ............................................................................................................................. [1]
(b) Fig. 1.2 shows the maximum reading on the newton meter as the magnet is pulled off the base. N 012345678
> 9
> 10
Fig. 1.2
Record the force F shown on the newton meter.
F = ............................................... [1] 3
> 5054/42/O/N/13 UCLES 2013
[Turn over
> For Examiners Use
(c) The student places one sheet of paper between the magnet and the iron base and measures the force F to pull the magnet off the base.
He repeats the experiment, each time increasing the number n of sheets of paper.
The results obtained are recorded in Fig. 1.3.
n F / N 01 3.5 2 2.5 3 1.5 4 1.0 5 0.5
Fig. 1.3
On Fig. 1.3, add your value for F from (b) .
(i) On Fig. 1.4, plot a graph of F / N on the y-axis against n on the x-axis.
Start your axes from the origin. Draw a smooth curve of best fit. 00[4]
Fig. 1.4 4
> 5054/42/O/N/13 UCLES 2013
> For Examiners Use
(ii) Describe how F varies with n................................................................................................................................... ............................................................................................................................. [1]
(d) The newton meter shown in Fig. 1.2 is not suitable for measuring F when there are more than 5 sheets of paper. Suggest why. .......................................................................................................................................... ...................................................................................................................................... [1]
(e) (i) The student repeats the experiment using paper of a different thickness. His new value of F when n = 1 is 3.0 N. State which paper is thicker. Give a reason for your answer. .................................................................................................................................. ............................................................................................................................. [1]
(ii) Explain how using very thin paper improves the experiment. .................................................................................................................................. ............................................................................................................................. [1]
(f) Very thin sheets may be made from aluminium foil.
State and explain whether aluminium foil is a suitable material for this experiment. .......................................................................................................................................... ..................................................................................................................................... [1] Page 2 Mark Scheme Syllabus Paper GCE O LEVEL October/November 2013 5054 42
> Cambridge International Examinations 2013
1 (a) (i) measuring force just before it jumps reading meter and pulling magnet at same time force varies/not constant B1 [1]
(ii) sensible suggestion, e.g. use of two people explained pull slowly repeat video newton meter B1 [1]
(b) 5.5 0.1 N unit required B1 [1]
(c) (i) axes: correct way round, labelled quantity and unit (on y-axis only) B1 scales: linear, not awkward
x-axis: e.g. 2 cm 1 y-axis: e.g. 2 cm 1 N B1 points plotted accurately within small square neat crosses or small points (in circle) B1 smooth curve of best fit drawn B1 [4]
(ii) increasing n decreases F
inverse relationship B1 [1]
(d) newton meter not sensitive enough scale too big no change/same reading reading/force is too small (for this meter)/no force B1 [1]
(e) (i) new paper/second expt (thicker) as force smaller (or reverse argument) paper that gives 3.0 N force B1 [1]
(ii) more sensitive more readings larger values for F B1 [1]
(f) yes + aluminium non-magnetic B1 [1]
2 (a) diagram showing paper and plain mirror
plus incident and reflected rays OR four roughly correct pins B1 2 pins placed on incident ray B1 pins or image (of pins) viewed in/through mirror B1 lines drawn and angles i and r measured to normal B1 [4] 2
> 5054/42/O/N/14 UCLES 2014
1 A student uses a small plotting compass to investigate the magnetic field due to a bar magnet. The student places a piece of thin card over one end of the magnet, as shown in Fig. 1.1a. bar magnet thin card top of magnet under card
Fig. 1.1a Fig. 1.1b (top view)
(a) Describe how the student can use the small plotting compass to plot the shape of the magnetic field on the card. You may draw on Fig. 1.1b if you wish. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[4]
(b) Explain why the plotting compass must be small. ................................................................................................................................................... ...............................................................................................................................................[1]
(c) Apart from the shape, state what else can be deduced about the magnetic field with this apparatus. ................................................................................................................................................... ...............................................................................................................................................[1] Page 2 Mark Scheme Syllabus Paper Cambridge O Level October/November 2014 5054 42
> Cambridge International Examinations 2014
1 (a) dot / mark / cross at one end of compass needle B1 move compass to point to (previous) dot, new dot B1 repeat along one line and join the dots B1 repeat with different start points / more lines B1 [4] (b) any one from: more dots / dots closer together smoother lines field due to compass small B1 [1]
(c) any one from:
direction / strength of field which end is N / S / the poles of the magnet where field is stronger B1 [1] [Total: 6] 2 (a) (i) any one from: to measure a constant force no accelerating (force) to give a steady reading a variation in speed gives a variation in F B1 [1] (ii) any one from:
have time to read meter easier to read the meter easier to keep speed constant B1 [1] (b) (i) 0.45 N c.a.o. unit required B1
(ii) eye position avoiding parallax marked e.g. above / below meter looking towards meter B1 [2]
accept on top of meter
(c)(i),(ii) axes labelled quantity and unit B1 scales linear B1 points plotted accurately B1 best fit straight line drawn B1 0.32 to 0.36 B1 [5]
allow ecf from graph
(iii) weight of lower pulley friction of string over pulleys because F is not (directly) proportional to W B1 [1] 85054/42/O/N/18
UCLES 2018 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
4 A student uses a plotting compass to plot the pattern of the magnetic field between the North poles of two bar magnets.
The student places the magnets on a sheet of white paper, as shown in Fig. 4.1.
# S N N S
bar magnet plotting compass Fig. 4.1 (a) Describe how the student uses the plotting compass to plot the pattern of the magnetic field.
You may add to Fig. 4.1 to help you explain your answer, if you wish. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[3]
(b) State what else the student can deduce about the magnetic field in this investigation. ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> October/November 2018 UCLES 2018 Page 6 of 6
> Question Answer Marks
> 4(a) dot / mark / cross (at end(s) of compass needle) B1
> move compass, (make new dot) B1
> join the dots and repeat at a different starting point / more than one complete field line drawn on diagram B1
> all 3 marks can be scored from a well-drawn diagram
> 4(b) direction or strength of the field / field is from N to S / like poles repel B1
# Miscellaneous
# Questions 2
> 5054/42/M/J/11 UCLES 2011
1 A student investigates the motion of a toy car down a ramp.
The toy car is released from rest on the ramp at position 1, as shown in Fig. 1.1.
d
position 2 position 3 floor toy car ramp position 1
Fig. 1.1 (not to scale)
(a) The toy car leaves the ramp at position 2. It travels a distance d along the floor and comes to rest at position 3. Distance d is between 1 and 2 metres.
(i) Suggest a method for measuring d............................................................................................................................................ .......................................................................................................................................[1]
(ii) Describe how the student ensures that the toy car is released from the same point on the ramp each time. ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2]
(iii) On Fig. 1.1, mark the height h through which the toy car falls from position 1 to position 2. [1]
(b) The student releases the toy car from the same point on the ramp five times and measures d
each time. The student obtains the following values of d in centimetres. 180 179 171 172 174
(i) Calculate dav , the average value for d.
Give your answer to a suitable number of significant figures.
dav = ...................................................[2]
(ii) Suggest a reason why the results for d vary. ........................................................................................................................................... .......................................................................................................................................[1] 3
> 5054/42/M/J/11 UCLES 2011
[Turn over (c) By adjusting the angle of the ramp, the student repeats the experiment for different values of the height h.
The results obtained for h and dav are recorded in Fig. 1.2.
h / cm dav / cm 22 124 20 109 18 94 16 84 14 70 12 55 10 44
Fig. 1.2 (i) On Fig. 1.3, plot the graph of dav / cm on the y-axis against h / cm on the x-axis. Draw the line of best fit. 00
Fig. 1.3 [4] 4
> 5054/42/M/J/11 UCLES 2011
(ii) Describe the relationship between dav and h............................................................................................................................................ .......................................................................................................................................[1]
(d) The car is now released with h = 2 cm. Use your graph to state what happens to the car. ................................................................................................................................................... ...............................................................................................................................................[1] Page 2 Mark Scheme: Teachers version Syllabus Paper GCE O LEVEL May/June 2011 5054 42
> University of Cambridge International Examinations 2011
1 (a) (i) two metre rules end to end / measuring tape / one ruler and mark B1 [1]
(ii) marker on the ramp B1 align with same point on car B1 [2]
(iii) vertical height marked from floor to between lower wheel and top of car B1 [1]
(b) (i) 175.(2) or 1.75(2) seen C1 175 cm or 1.75 m A1 [2]
(ii) push on release / car does not run straight / uneven ramp or floor / friction varies / wind or draught (varies) / parallax error (in measuring distance) B1 [1]
(c) (i) axes: labels correct way round, labelled quantity and unit B1 scales: more than grid, sensible B1
y-axis: 2 cm 20 cm or 25 cm x-axis: 2 cm 4 cm or 5 cm points plotted accurately within small square B1 best fit straight line neatly drawn within plotted points B1 [4]
(ii) h dav / as h increases d increases proportionally / y = mx + c
as h increases d increases PLUS linear / not through origin / not directly proportional B1 [1] ecf directly proportional if graph straight line through origin
(d) car must be implied in answer does not move / stops before reaching point 2 / moves to bottom of ramp then stops B1 [1] ecf graph
[Total: 13]
2 (a) (i) accurate horizontal distance marked from centre of lens to screen B1 [1]
(ii) focal length / image distance B1 [1]
(b) repeat and average (measuring distance) B1 any TWO good practical points (may be marked on diagram) e.g.:
adjust screen/lens distance to give clear image
lens in holder
lens and screen perpendicular to ruler / correct use of set square explained
avoid parallax error in reading ruler/measuring f
lens/screen close to ruler
experiment in darkened room B2 [3] allow alternative experiments to measure f
[Total: 5] 5
> 5054/42/M/J/13 UCLES 2013
[Turn over
> For Examiners Use
2 A student walks to school. He sketches a distance-time graph of his journey.
Fig. 2.1 shows the first part of the journey. 0500 0 5time / min distance / m
Fig. 2.1
He walks 500 m in the first 5 minutes, as shown on Fig. 2.1.
He then meets a friend and, as they talk, they take 10 minutes to walk the next 500 m at constant speed.
They then stop for 7 minutes to look at some fish in a river. They run at constant speed for the last 500 m so as not to be late for school.
The total journey time of the student is 25 minutes.
(a) (i) On Fig. 2.1, plot the remainder of the journey. [3]
(ii) State the total distance the student travels to school. distance = ............................................... [1]
(b) Suggest a method of measuring the distance travelled by the student to the school. .......................................................................................................................................... .......................................................................................................................................... ..................................................................................................................................... [1]
(c) Without calculating any values, explain how the graph is used to find his fastest speed. .......................................................................................................................................... ..................................................................................................................................... [1] Page 3 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2013 5054 42
> Cambridge International Examinations 2013
2 (a) (i) line from (5, 500) to (15, 1000) B1 line to (22, 1000) or
line horizontal for 7 minutes at 1000 m B1 line to (25, 1500) B1 [3]
(ii) 1500 m or 1.5 km cao unit required B1 [1]
(b) use of pedometer measure one pace and count paces tape measure with repeated use described use of trundle wheel B1 [1]
(c) find/measure gradient and
where steepest/largest gradient B1 [1]
[Total: 6]
3 (a) (i) using measuring cylinder using displacement can
measuring cylinder stated measuring cylinder stated B1 initial reading fill can to spout + immerse object + immerse object B1 new reading + find difference find volume of water collected B1 [3]
(ii) sensible suggestions e.g. repeat (measurement of volume) and average avoid parallax reading measuring cylinder or
eye line/line of sight perpendicular to scale/reading view level with lower meniscus avoid splashing B1 [1]
(b) mass cao and balance B1 [1]
[Total: 5] 8
5054/42/M/J/14 UCLES 2014
4 An experiment is carried out to determine the density of the glass used to make microscope slides. Fig. 4.1 shows a stack of 10 microscope slides.
Fig. 4.1 (not to scale)
Fig. 4.2 shows full-size views of the stack of microscope slides. front view top view side view
Fig. 4.2 (full size)
(a) (i) By taking measurements from Fig. 4.2, determine the average volume of a microscope slide.
State clearly any measurements taken and show how the volume is calculated.
Give your answer to 2 significant figures. volume = ...........................................................[4]
(ii) Explain why a stack of 10 slides is used rather than just one slide. ........................................................................................................................................... .......................................................................................................................................[1]
(b) State any additional equipment needed to find the density of the glass. ...............................................................................................................................................[1] 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. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. Page 4 Mark Scheme Syllabus Paper GCE O LEVEL May/June 2014 5054 42
> Cambridge International Examinations 2014
4 (a) (i) (V = ) l w h seen [B1] 7.6 cm and 2.6 cm and 1(.0) cm seen [B1] height or volume / 10 [B1] 2.0 cm 3 cao unit required [B1]
(ii) any one from [B1] makes thickness of one slide / height / volume / density / result more accurate slides are thin slides may vary in thickness gives average value for thickness of one slide
(b) scales / balance [B1]
[6] 25054/42/M/J/17 UCLES 2017
1 A student measures the acceleration of free-fall g. He drops a metal ball from a height of 1.000 m onto the floor, and measures the time t it takes to hit the floor.
Fig. 1.1 shows the ball and a metre rule, held vertically in a clamp.
> 80 90 100 70 60 50 40 30 20 10
cm metal ball
Fig. 1.1 (a) On Fig. 1.1, draw the position of the ball at its point of release. [1]
(b) He repeats the experiment and obtains the following five values of t, measured in seconds. 0.65 0.60 0.68 0.59 0.61
(i) Calculate tav , the average value for t. Give your answer to two decimal places.
tav = ......................................................[2]
(ii) Suggest why the value for tav is not given to more than two decimal places. ........................................................................................................................................... .......................................................................................................................................[1] 35054/42/M/J/17 UCLES 2017 [Turn over
(c) The acceleration due to free-fall g is given by the equation
g th2
> av 2
= ,
where h = 1.000 m.
(i) Calculate a value for g.
g = ............................................ m / s 2 [1]
(ii) Another student suggests that, to obtain a better value for g, the ball should be dropped from a height greater than 1.000 m.
Explain why this student is correct. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2] 65054/42/M/J/17 UCLES 2017
3 A student investigates the effect of three different insulating materials on the cooling of hot water in a beaker.
The following apparatus is available: thermometer stopwatch 250 cm 3 glass beaker 250 cm 3 measuring cylinder cardboard cotton wool cloth boss, clamp and stand
A supply of hot water is also available.
Write a plan for the experiment.
You should:
(a) explain how to carry out the experiment; a diagram is not required, but you may draw one if it helps to explain your plan, ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[2] 75054/42/M/J/17 UCLES 2017 [Turn over
(b) state any quantities that need to be kept constant, ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1]
(c) draw a table, with headings, to show how to display the results, [1]
(d) explain how the readings can be used to reach a conclusion. ................................................................................................................................................... ................................................................................................................................................... ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2017 UCLES 2017 Page 2 of 4
> Question Answer Marks
> 1(a) bottom of ball drawn level with the zero mark on the ruler B1
> 1(b)(i) 0.626 / 0.63 seen C1
> 0.63 s correct answer only A1
> 1(b)(ii) data to 2 d.p. / large variation in raw data B1
> 1(c)(i) 5.04 (m / s 2) 2 / 3 s.f. only B1
> 1(c)(ii) longer time / sufficient time (to fall) B1
> reduces percentage error in the time / reduces the effect of (human) reaction error B1
> Question Answer Marks
> 2(a)(i) correct symbol and parallel connection with lamp P B1
> 2(a)(ii) 2.4 (V) correct answer only B1
> 2(b)(ii) I = 0.31 (A) correct answer only B1
> 2(b)(iii) there is a current in the circuit / lamp P is lit B1
> 2(b)(iv) p.d. too small (to make it glow) / much less than working voltage / lamp P takes most of the voltage B1 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2017 UCLES 2017 Page 3 of 4
> Question Answer Marks
> 3(a) (hot) water in beaker, take temperature (at regular intervals) as it cools / take temperature after a fixed time / measure the time for a fixed temperature drop
> B1
> repeat with different insulators B1
> 3(b) any one of constant room temperature same starting / initial temperatures same beaker same volume / mass / amount of hot water same times (of cooling) same temperature drop same thickness of insulator
> B1
> 3(c) 2 / 3 sets of insulator, (change in) temperature / C, time / s or minutes B1
> 3(d) compare temperature drops in equal times largest drop is the poorest insulator (or reverse argument) / compare times for equal temperature drops longest time is the best insulator (or reverse argument) / plot graphs to compare temperature drops in equal times / compare gradients steepest graph is the poorest insulator (or reverse argument)
> B1
3
> 5054/42/M/J/15 UCLES 2015
[Turn over 2 A student investigates how the area of a parachute affects the time taken for it to fall.
The student cuts a square from an A4 sheet of paper to make the parachute. He attaches the parachute to an eraser using four pieces of thin string of equal length, as shown in Fig. 2.1.
An A4 sheet of paper is the same size as one page of the examination paper. parachute thin string eraser ceiling floor
Fig. 2.1 (not to scale)
The student holds the top of the parachute against the ceiling. He releases the parachute and measures the time t it takes for the eraser to hit the floor.
(a) The student makes the parachute from a square of paper of side 21.0 cm.
He obtains the following five values of t, measured in seconds. 1.25 1.29 1.31 1.22 1.27
(i) Calculate tav , the average value for t.
Give your answer to 2 decimal places.
tav = ...........................................................[2]
(ii) Suggest a reason why the value for tav is not given to more than 2 decimal places. ........................................................................................................................................... .......................................................................................................................................[1]
(iii) Suggest a reason why the distance that the parachute falls is chosen to be as large as possible. ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[1] 4
> 5054/42/M/J/15 UCLES 2015
(iv) The length l of one side of the parachute is 21.0 cm. Calculate the area A of the paper that is used to make parachute.
A = ...........................................................[1]
(v) Suggest a reason why the student cannot make a parachute with an area greater than your answer to (a)(iv) when using the sheet of A4 paper. ........................................................................................................................................... .......................................................................................................................................[1]
(b) The student repeats the experiment for different values of l. The results obtained are recorded in Fig. 2.2.
l / cm A / cm 2 tav / s 21.0 20.0 1.19 18.0 1.11 16.0 1.01 14.0 0.97 12.0 0.89
Fig. 2.2
On Fig. 2.2,
(i) write your values of A and tav for l = 21.0 cm, [1]
(ii) complete the column for A. [1] 5
> 5054/42/M/J/15 UCLES 2015
[Turn over (iii) On Fig. 2.3, plot the graph of tav / s on the y-axis against A / cm 2 on the x-axis.
Start your axes from (100, 0.7). Draw the straight line of best fit. 100 0.7 [4]
Fig. 2.3 (iv) When extended, the line of best fit does not go through the origin (0,0).
Explain why. ........................................................................................................................................... .......................................................................................................................................[1] Page 2 Mark Scheme Syllabus Paper Cambridge O Level May/June 2015 5054 42
> Cambridge International Examinations 2015
1 (a) (i) line marked from one shoe to same point on other shoe B1
(ii) 40 to 90 cm OR 0.4 to 0.9 m max 2 sf unit required B1
(iii) 100 / (a)(ii) in m OR 10 000 / (a)(ii) in cm B1
(b) (i) (push along ground and) count 100 / 200 clicks / turns B1
(ii) sensible comment, e.g. B1 length of step / stride may vary / each click exactly 50 / 100 cm / stride length only an estimate
[Total: 5]
2 (a) (i) 1.268 seen C1 1.27 s c.a.o. unit required A1
(ii) large variation in raw data / data to 2 d.p. time to fall varies B1
(iii) allows time for parachute to inflate / larger times / more B1 repeatable / minimises percentage error in the time /
minimises the effect of (human) reaction error
(iv) 441(.0) cm 2, c.a.o. unit required correct precision B1
(v) largest square from A4 sheet of paper / B1 sheet 21 (cm) wide / if greater area used, it wont be a square
(b)(i)(ii) 441 and 1.27 in table with no unit ecf (a)(i) B1 400, 324, 256, 196, 144 c.a.o. ecf B1
(iii) axes: correct way round, labelled quantity and unit B1 scales: more than grid, linear, not awkward B1 no scales of 3, 7 etc. points plotted accurately within small square B1 best fit straight line drawn B1
(iv) time needed to fall with no parachute B1
[Total: 13] 95054/42/M/J/18 UCLES 2018 [Turn over
4 A student measures the density of copper using a balancing method.
She sets up the apparatus as shown in Fig. 4.1.
copper cylinder r1
r2
x y mass M 90 pivot metre rule 0 cm 60 100 cm
Fig. 4.1
She places a pivot under the 60.0 cm mark of the metre rule. The position of the pivot is not changed during the experiment.
She places a 150 g mass M on the rule so that its centre is at the 90.0 cm mark of the rule, as shown in Fig. 4.1.
She places a copper cylinder on the rule and adjusts its position until the rule is just balanced.
Fig. 4.2 shows the position of the cylinder at balance.
8 9 10 11 cm copper cylinder
Fig. 4.2 (view from above)
The distance from the left-hand end of the metre rule to the centre of the base of the cylinder is r1.
(a) Take readings from Fig. 4.2 to find r1. Record your value of r1 in the table of Fig. 4.3.
Show your working.
r1 = .......................................................[2] 10 5054/42/M/J/18 UCLES 2018
(b) The student repeats the procedure by moving mass M and placing its centre on the 85.0, 80.0, 75.0 and 70.0 cm marks of the metre rule. Her results are shown in the table of Fig. 4.3.
The distance from the left-hand end of the metre rule to the centre of mass M is r2 .
r1 / cm r2 / cm distance of centre of the cylinder from pivot
x = (60 r1) / cm distance of centre of mass M from pivot
y = ( r2 60) / cm 90.0 20.2 85.0 37.8 25.0 31.9 80.0 28.1 20.0 41.8 75.0 16.4 15.0 55.3 70.0 4.7 10.0
Fig. 4.3
0
0
Fig. 4.4 11 5054/42/M/J/18 UCLES 2018 [Turn over
(i) Record, in the table of Fig. 4.3, the missing values of x and y. [1]
(ii) On the grid in Fig. 4.4, plot a graph of y (y-axis) against x (x-axis). Start your axes from the origin (0,0). Draw the straight line of best fit. [4]
(iii) Determine the gradient of your line.
Show your working and indicate on your graph the values you choose. gradient of line = .......................................................[2]
(iv) The mass m, in grams, of the copper cylinder is given by the equation
m = 150 gradient.
Use this equation to calculate m to the nearest gram.
m = ....................................................... g [1]
Question 4 is continued on page 12.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. 12 5054/42/M/J/18 UCLES 2018
(c) The student uses a measuring cylinder to find the volume V of the copper cylinder.
She pours 50 cm 3 of water into the measuring cylinder.
She lowers the copper cylinder gently into the measuring cylinder.
Fig. 4.5 shows the measuring cylinder containing the copper cylinder.
10 20 30 40 50 60 70 80 90 100 measuring cylinder copper cylinder water cm 3
Fig. 4.5
Use the information in Fig. 4.5 to calculate the volume V of the copper cylinder.
V = ................................................... cm 3 [2]
(d) Calculate the density
of copper using your answers to (b)(iv) and (c) and the equation
= mV .
= .............................................. g / cm 3 [1]
(e) The value for the density of copper obtained in (d) differs slightly from the correct value.
State one practical reason for this difference. ................................................................................................................................................... ...............................................................................................................................................[1] 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2018 UCLES 2018 Page 5 of 6
> Question Answer Marks
> 3(c) 0.012 (N / cm 2) (0.013 if 11 cm 2 used, 0.012 if 12 cm 2 used) B1
> 3(d) the outline traced is larger than the actual area of the block B1 Question Answer Marks
> 4(a) some indication of working shown either on the diagram or in the space provided e.g. 8.6 (cm) or 10.2 (cm) seen / lines marked either side of cylinder / line marked in middle / centre marked
> B1
> 9.4 cm / 94 mm B1
> 4(b)(i) 50.6 and 30.0 B1
> 4(b)(ii) axes labelled quantity and unit and axes correct way round allow r2 60 / cm for y / cm, 60 r1 / cm for x / cm
> B1
> scales linear, not awkward B1
> points plotted accurately, to the nearest square B1
> best-fit thin straight line drawn B1
> 4(b)(iii) indication on graph of how data obtained AND at least half of the line between the extreme plotted points used ( y 10) B1
> 0.45 0.02 (or values rounding to 0.47 and 0.43) ignore unit, if given (if the graph axes in (b)(ii) reversed, gradient range is 2.0 to 2.5 e.c.f.)
> B1
> 4(b)(iv) 150 candidates (b)(iii) to the nearest gram B1
> 4(c) 57 (cm 3) C1
> 7 (cm 3) A1 5054/42 Cambridge O Level Mark Scheme
> PUBLISHED
> May/June 2018 UCLES 2018 Page 6 of 6
> Question Answer Marks
> 4(d) candidates (b)(iv) (c) B1
> 4(e) difficulty in balancing rule / difficulty in finding position of centre of cylinder / measuring cylinder only reads to 1 cm 3 B1
25054/42/O/N/16 UCLES 2016
1 A student is to determine the density of a liquid.
She pours the liquid into a measuring cylinder, as shown in Fig. 1.1.
100 cm 390 80 70 60 50 40 30 20 10
Fig. 1.1 (a) (i) State the volume V of the liquid in the measuring cylinder.
V = ................................................... cm 3 [1]
(ii) Her friend also measures the same volume of liquid in the measuring cylinder and she records a larger volume than the correct value in (a)(i) .Suggest how she makes this error. ........................................................................................................................................... .......................................................................................................................................[1]
(b) (i) State another piece of apparatus that the student needs in order to determine the density of the liquid. .......................................................................................................................................[1]
(ii) Explain in detail how she uses her apparatus to determine the density. ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... ........................................................................................................................................... .......................................................................................................................................[2]
(c) Her friend also determines the density using her incorrect value for the volume. State how her density value compares to that of the student. ...............................................................................................................................................[1] Page 2 Mark Scheme Syllabus Paper Cambridge O Level October/November 2016 5054 42
> UCLES 2016
1 (a) (i) 64(cm 3) B1
(ii) reading top of meniscus instead of bottom / parallax error explained B1
(b) (i) balance / scales B1
(ii) find mass using tare / subtract mass of measuring cylinder from that of measuring cylinder + liquid B1 (density) = mass/volume B1
(c) smaller value for density B1
[Total: 6]
2 (a) (i) crocodile clips B1
(ii) (close jaws) gently or use ratchet / thimble / spindle or until wheel slips B1 repeat at different places / positions (and average) B1
(iii) 0.055796(using button) / 0.055768(using 3.14) / 0.055818 (using 22 / 7) C1 0.056 A1
(b) (i) axes labelled quantity and unit and axes correct way round B1 scales linear, not awkward, start from (0,0) B1 points plotted accurately B1 best-fit straight line drawn B1
(ii) large triangle or any other indication of chosen points shown on graph B1 93 2 B1 accept numbers rounding down to 95 and up to 91 not accept fractional values
(iii) candidates (a)(iii) 200 (b)(ii) C1 answer correct (must be checked) in standard form A1
[Total: 13]