Cambridge IGCSE™

PHYSICS 0625/43
Paper 4 Extended Theory October/November 2021
MARK SCHEME
Maximum Mark: 80

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2021 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 16 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Science-Specific Marking Principles

1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.

2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.

3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).

4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.

5 ‘List rule’ guidance

For questions that require n responses (e.g. State two reasons …):

• The response should be read as continuous prose, even when numbered answer spaces are provided.
• Any response marked ignore in the mark scheme should not count towards n.
• Incorrect responses should not be awarded credit but will still count towards n.
• Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response.
• Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

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6 Calculation specific guidance

Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.

For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.

For answers given in standard form (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.

Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.

7 Guidance for chemical equations

Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.

State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

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Examples of how to apply the list rule
State three reasons…. [3]

A 1. Correct  F 1. Correct 
2. Correct  2 (4 responses) 2. Correct 
2
3. Wrong  3. Correct 
CON (of 3.) (discount 3)

B 1. Correct, Correct , 
(4 responses) 2. Correct  3 G 1. Correct 
3. Wrong ignore (5 responses) 2. Correct 
3. Correct  3
Correct ignore
C 1. Correct  CON (of 4.) ignore
(4 responses) 2. Correct, Wrong ,  2
3. Correct ignore
H 1. Correct 
(4 responses) 2. Correct 
2
D 1. Correct  3. CON (of 2.) (discount 2)
(4 responses) 2. Correct, CON (of 2.) , (discount 2) 2 Correct 
3. Correct 

I 1. Correct 
E 1. Correct  (4 responses) 2. Correct 
2
(4 responses) 2. Correct  3 3. Correct 
3. Correct, Wrong  CON (of 2.) (discount 2)

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RM Assessor 3 annotations:

annotation suggested use annotation suggested use

tick mark awarded (note the ticks are added up next wavy line used to highlight a particular point
to the tick annotation, check the total you enter (horizontal or
agrees) vertical)

cross no mark awarded CON contradiction

SEEN indicates page seen

BOD benefit of doubt given NAQ not answered question

NBOD no benefit of doubt given PD poor diagram

on page comment gives a text box to write comment –much easier SF error in number of significant figures
to use than in the previous version of RM significant figure error not penalized.
assessor SFSF

POT power-of-ten error

POT POT POT penalty not applied as already applied

ECF error carried forward TV too vague

^ omission mark I ignore

? unclear

U unit penalty applied SC special case

UU unit penalty not applied because already applied
earlier in same question

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NOTES ABOUT MARK SCHEME SYMBOLS & OTHER MATTERS

B marks are independent marks, which do not depend on other marks. For a B mark to be scored, the point to which it refers must be
seen specifically in the candidate’s answer.

M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to be scored, the point to which it refers
must be seen in a candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent A marks
can be scored.

C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they refer
are not written down by the candidate, provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the actual equation but does correct substitution
or working which shows he knew the equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.

A marks In general, A marks are commonly awarded for final answers to numerical questions. If a final numerical answer, eligible for A
marks, is correct, with the correct unit and an acceptable number of significant figures, all the marks for that question are awarded.

Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the
marks do not depend on seeing the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of
the unit given. However, if a word in brackets is replaced with another word that is clearly wrong then the mark should not be
awarded.

Underlining Underlining indicates that this must be seen in the answer offered, or something very similar.

OR / or This indicates alternative answers, any one of which is satisfactory for scoring the marks.

eeoo. This means "each error or omission".

owtte. This means “or words to that effect”.

Ignore This indicates that something which is not correct or irrelevant i.e. it is not a contradiction (CON) is to be disregarded and does
not incur a penalty.

Spelling Be generous about spelling and use of English. If an answer can be understood to mean what we want, give credit. However,
do not allow ambiguities, e.g. spelling which suggests confusion between reflection / refraction / diffraction or thermistor /
transistor / transformer.

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Not/NOT This indicates that an incorrect answer is not to be disregarded, but cancels another otherwise correct alternative offered by the
candidate, i.e. right plus wrong penalty applies.

ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in particular circumstances be applied in
non-numerical questions. This indicates that if a candidate has made an earlier mistake and has carried an incorrect value
forward to subsequent stages of working, marks indicated by ecf may be awarded, provided the subsequent working is correct,
bearing in mind the earlier mistake. This prevents a candidate from being penalised more than once for a particular mistake, but
only applies to marks annotated ecf in the mark scheme. Always annotate ecf if applied.

cao correct answer only.

Significant Answers are normally acceptable to any number of significant figures ≥ 2.

Figures Any exceptions to this general rule will be specified in the mark scheme. Annotate with SF from the toolbar. A second (or further)
sig. fig. error in a single question is not penalised; annotate with SF SF. It is normally acceptable to quote just 1 s.f. for answers,
which are exact to 1 s.f.

Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise gain all the marks available for that
answer: maximum 1 per question. No deduction is incurred if the unit is missing from the final answer but is shown correctly
in the working. Annotate with U.
For more than one unit error in a question, annotate UU to indicate an error which has not been penalised.
Unless listed here or stated in the mark scheme for the question, do not accept derived units e.g. kg m s-2 for N is NOT acceptable.
The following are acceptable alternatives: Nm for J, Js-1 or Nms-1 for W, Nm-2 for Pa, Ns and kg m s-1 are both acceptable for
both momentum and impulse.
Beware : J NOT acceptable for moments.
Condone wrong use of upper and lower case symbols, e.g. pA for Pa.

Arithmetic errors If the only error in arriving at a final answer is clearly an arithmetic one, then the mark awarded will be one mark lower than the
maximum mark.
Regard a power-of-ten error as an arithmetic error unless otherwise specified in the mark scheme. Annotate with POT. Do not
penalise the same POT error more than once. Annotate POT POT. However if the power-of-ten error is due to the wrong omission
or inclusion of g (= 10 N / kg) this rule does not apply.
The use of a wrong SI prefix in the final answer is counted as a power-of-ten error rather than a unit error.

Transcription errors If the only error in arriving at a final answer is because previously calculated data has clearly been misread, but used correctly,
then for that part question the mark will be one less than the maximum mark.

Fractions Allow these only where specified in the mark scheme; they are a form of sig. fig. error; annotate with SF. Consequently, when
a sig. fig. error and a fraction is used in the same question, the second answer may still be awarded full marks.

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Crossed out Work which has been crossed out and not replaced but can easily be read, should be marked as if it had not been crossed
out. Look to see if it has been replaced on a blank page or another part of the same page.

Use of NR (# or / key on the keyboard). Use this if the answer space for a question is completely blank or contains no readable words,
figures or symbols.

Annotation

To increase marking transparency, reduce the number of enquiries about results and assist team leaders, the following is mandatory:
• For all questions with two or more marks, examiners should tick to indicate where each credit is awarded.
• For questions with one mark, examiners do not need to annotate the script to indicate that credit is awarded.
• Any text annotation or annotation in a comment box should never contain -1 or allow a possible misinterpretation that negative
marking was applied.
Normally place the ticks close to where the mark is scored.

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Question Answer Marks

1(a) 0.0069 m / s2 A2

15 − 7.5 C1
(acceleration =) gradient of graph or Δv / Δt in any form OR
( 60 − 42 ) 60

1(b) 48 000 m or 48 km A3

area under graph C1

1 C1
(18 × 7.5 × 60 ) + ( 7.5 × 18 × 60 ) + (15 × 40 × 60 )
2

1(c)(i) (force =) 2.0 × 105 N A2

(F =) ma OR 2.3 × 107 × 0.0087 in any form C1

1(c)(ii) there is a backward / drag force OR water resistance B1

Question Answer Marks

2(a) (rate of transfer of gravitational potential energy =) 0.17 W A4

(gravitational PE lost =) mgh in any form OR 12 × 10 × 1.7 C1

(gravitational PE lost =) 204 (J) C1

(gravitational PE lost / s =) 204 / 1200 C1

2(b) 59% OR 0.59 A2

efficiency = useful power output / power input (× 100%) in any form OR 0.10 / 0.17 × 100% C1

2(c) any sensible advantage, e.g. no use of (fossil) fuel, no cost to run, can be used in remote areas, no CO2 / air pollution, no B1
greenhouse gases, does not contribute to global warming

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Question Answer Marks

3(a)(i) B2

pressure in a liquid increases with depth OR pressure decreases (as bubble rises) B1

pressure (of gas) is inversely proportional to volume OR internal pressure greater than external pressure (momentarily) B1
OR (air) molecules do not have to hit surface of bubble as frequently (to stop the bubble collapsing) OR the bubble is not
as strongly compressed

3(a)(ii) 0.50 cm3 A4

PV = constant, in any form C1

P (due to water) = ρgh, in any form C1

[1.0 × 105 + (1000 × 10 × 3.0)] × 0.40 = [1.0 × 105 + (1000 × 10 × 0.5)] × V2 C1

3(b) B2

paper is not compressed as much / less force on piston B B1

air can be compressed OR some of the energy is used to compress the air (instead of the paper) B1

Question Answer Marks

4 B4

(temperature of air increases) so molecules move faster / their KE increases B1

molecules collide with walls of container and change momentum B1

greater change of momentum when temperature is higher OR collisions more frequent OR harder collisions OR force = B1
rate of change of momentum

(higher force and hence) higher pressure B1

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Question Answer Marks

5(a)(i) 1.2 kg A2

7600 × 0.41 C1
(m =) volume constant so mass directly proportional to density
2600

5(a)(ii) 0.37 J / °C A2

(thermal capacity =) mass × specific heat capacity C1

5(a)(iii) 48 J A2

(E =) mcΔT OR 1.2 × 0.50 × (100 – 20) in any form C1

5(b) electrons mentioned B1

(metals have) electrons free to move / delocalised (which transfer thermal energy) B1

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Question Answer Marks

6(a) B5

method of producing sound, e.g. clap for echo method or gun for direct measurement, sig gen or loudspeaker, hammer B1
on block

apparatus used, e.g. stopwatch, long tape, trundle wheel, wall if using echo method, metre rule, microphones and timer or B1
microphones and oscilloscope

detail of measurement of (long) distance, e.g. measure distance between person and the wall, measure distance between B1
loudspeaker and microphone or measure distance between two microphones

detail of measurement of time OR appropriate time measured, e.g. at one end start stopwatch when smoke seen from B1
gun and stop it when sound heard, start stopwatch when gun heard / clap heard and stop when echo heard, measure time
taken between clap and hearing echo, timer starts when first microphone receives signal and stops when second receives
signal OR measurement of wavelength, e.g. move one microphone away until two waves on oscilloscope have moved
one wavelength apart

speed = measured distance / time for direct method B1

OR speed = 2 × distance from student clapping to wall / time for echo method
OR distance between microphones = wavelength AND v = f × λ

6(b) B2

wavelength of light is (much) smaller than width of doorway or wavelength of sound B1

wavelength of sound is similar to width of doorway OR λ ≃ width of gap for diffraction to occur OR larger wavelength B1
results in greater diffraction ORA

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Question Answer Marks

7(a)(i) B2

ray approaching left hand face of prism closer to normal than emerging ray B1

ray entering right hand face of prism showing refraction towards normal for ray already drawn B1

7(a)(ii) light of single frequency B1

7(b)(i) 3(.0) × 108 m / s B1

7(b)(ii) 5.8 × 1014 Hz A2

(f =) v / λ in any form OR 3.0 × 108 / 5.2 × 10–7 C1

7(b)(iii) 2.0 × 108 m / s A2

refractive index = speed of light in air / speed of light in glass in any form C1

Question Answer Marks

8(a) B2

five straight, parallel vertical lines, equally spaced by eye, between plates B1

arrow head pointing upwards on at least one line and none wrong B1

8(b)(i) 11 A A2

(I =) P / V in any form OR 2400 = I220 C1

8(b)(ii) 9900 C OR 9800 C A2

(Q =) It in any form OR (Q =) 11 × 15 × 60 C1

8(b)(iii) 13 A B1

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Question Answer Marks

9(a)(i) B2

four components joined in series B1

all circuit symbols correct for resistor, thermistor, a filament lamp and a power supply B1

9(a)(ii) voltmeter connected in parallel to the resistor B1

9(a)(iii) (p.d. across terminals of power supply) = 18 V A4

(current through resistor when p.d. across it is 6.0 V =) 0.4 A C1

current same through all components in series circuit C1

OR horizontal line through 0.4 A on graph through all three curves
OR p.d. across filament lamp = 3.0 V
OR p.d. across thermistor = 9.0 V

p.d. across filament lamp = 3.0 V AND p.d, across thermistor = 9.0 V C1

9(b) any sensible use requiring temperature control or depending on temperature, e.g. fire alarms, to keep computers cool (by B1
operating fan), in incubators, electronic thermometer, electronic thermostat in kettle / car engine

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Question Answer Marks

10(a)(i) 6.0 V A2

(VS =) NSVP / NP in any form or (VS =) (25 × 120) / 500 C1

10(a)(ii) 2.5 A OR 2500 mA A2

(IS =) IP VP / VS in any form OR (0.125 × 120) / 6.0 C1

10(b)(i) arrow right to left along loose part of wire or any other correct position B1

10(b)(ii) B2

wire moves up B1

(reversing direction of the current) reverses the direction of force B1

10(c) coil does not continue to rotate in the same direction B1

Question Answer Marks

11(a)(i) background radiation OR any reasonable specific source of background radiation e.g. cosmic rays, the sun, space, building materials, B1
earth, rocks, radon gas, student etc.

11(a)(ii) (radioactive decay is a) random (process) B1

11(b) B3

U: proton no 92 and nucleon number 238 B1

Th: proton number 90 and nucleon number 234 B1

α: proton number 2 and nucleon number 4 B1

11(c) 11 A2

three half lives or evidence of multiplying half-life by 3 C1

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