0625_w11_qp_63剑桥igcse物理真题

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江苏省宿迁市剑桥国际学校高二下学期期末考试物理 Word含答案

宿迁市剑桥国际学校2013—2014学年度第二学期期终考试高二年级物理试题（2014.6）说明：试卷分选择题和非选择题两部分，满分120分。

考试用时100分钟。

一、单项选择题: 本题共6小题，每小题3分，共计18分。

每小题只有一个选项符合题意。

1.关于科学家的研究成果及贡献，下列说法中正确的是 A. 洛伦兹发现了电流的磁效应 B. 楞次提出了电磁感应定律 C ．安培首先引入电场线和磁感线D ．法拉第发现了电磁感应现象，并制成了人类历史上第一台发电机 2. 关于传感器，下列说法中正确的是 A ．干簧管是能够感知电场的传感器B ．所有传感器的材料都是由半导体材料制成的C ．霍尔元件是一种把磁感应强度转换为电压的元器件D ．电饭锅中的温度传感器是用两层膨胀系数不同的双金属片制成的3．如图所示为交流发电机示意图，线圈的AB 边连在金属滑环K 上，CD 边连在滑环L 上，导体做的两个电刷E 、F 分别压在两个滑环上，线圈在转动时可以通过滑环、电刷保持与外电路的连接。

关于其工作原理，下列说法中正确的是A ．当线圈平面转到中性面的瞬间，线圈中的感应电动势为零B ．当线圈平面转到中性面的瞬间，穿过线圈的磁通量变化率最大C ．线圈平面转动一周的时间内，线圈中的感应电流方向改变一次D ．当线圈平面转到与中性面垂直的瞬间，线圈中的感应电流为零4．如图所示电路中，规格相同的灯泡1L 、2L 、3L 分别与线圈L 、电容器C 和电阻R 串联后通过开关Ｓ接在两个交流电源上，对应供电电压瞬时值分别为1sin m u U t ω=、2sin 2m u U t ω=。

当开关Ｓ处于位置１时，灯泡1L 、2L 、3L 的亮度相同；当开关Ｓ由位置１移到位置2后，灯泡亮度情况与Ｓ处于位置１时的比较，下列说法中正确的是A ．灯泡L 1不变、L 2变亮、L 3变暗B ．灯泡L 1变亮、L 2变暗、L 3变亮C ．灯泡L 1变暗、L 2变亮、L 3不变D ．灯泡L 1变亮、L 2变暗、L 3不变5．如图所示，理想变压器原副线圈匝数比为10:1，R 0为定值电阻，R 是滑动变阻器，原线圈两端的输入电压u ＝200 sin100πtV ，设理想交流电压表V 1、V 2的示数分别是U 1、U 2；理想交流电流表A 1、A 2示数分别是I 1、I 2。

IGCSE真题_20140116

Turn over P42864A©2014 Pearson Education Ltd.1/1/1/1/*P42864A0120*Instructionst Use black ink or ball-point pen.t Fill in the boxes at the top of this page with your name,centre number and candidate number.t Answer all questions.t A nswer the questions in the spaces provided– there may be more space than you need.t Show all the steps in any calculations and state the units.t SInformationt The total mark for this paper is 60.t T he marks for each question are shown in brackets– use this as a guide as to how much time to spend on each question.Advicet Read each question carefully before you start to answer it.t Keep an eye on the time.t Write your answers neatly and in good English.t Try to answer every question.t Check your answers if you have time at the end.2*P42864A0220*3*P42864A0320*Turn overBLANK PAGE4*P42864A0420*5*P42864A0520*Turn over6*P42864A0620*2 Bromine, chlorine, fluorine and iodine are elements in Group 7 of the Periodic Table.(a) Which two of these elements have the darkest colours?(1)....................................................................................................................................and ....................................................................................................................................(b) The equation for the reaction between hydrogen and chlorine isH 2 + Cl 2 o 2HClDifferent names are used for the product, depending on its state symbol.(i) What are the names used for HCl(g) and HCl(aq)?(2)HCl(g) .................................................................................................................................................................................................................................................................HCl(aq) ............................................................................................................................................................................................................................................................... (ii) The presence of HCl(g) can be confirmed by adding ammonia (NH 3) gas.State the observation in the reaction between HCl(g) and ammonia gas and write a chemical equation for the reaction.(2)observation ......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................chemical equation ................................................................................................................................................................................................................................ (iii) The presence of chloride ions in HCl(aq) can be shown by mixing it with silvernitrate solution and dilute nitric acid.State the result of this test and complete the chemical equation for the reaction by adding the state symbols.(3)result .......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................AgNO 3(.......................) + HCl(aq) o AgCl(.......................) + HNO 3(.......................)7*P42864A0720*Turn over8*P42864A0820*3 Tungsten is a useful metal. It has the chemical symbol W. (a) One method of extracting tungsten involves heating a tungsten compound (WO 3)with hydrogen.(i) Suggest the chemical name of WO 3(1)....................................................................................................................................................................................................................................................................................(ii) Balance the equation for the reaction between WO 3 and hydrogen.(1)WO 3 + ............................H 2 o ............................W + ............................H 2O(iii) Why is this reaction described as reduction?(1)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(b) Scheelite is an ore of tungsten. The main compound in scheelite has the percentage composition by mass Ca = 13.9%, W = 63.9%, O = 22.2%.Calculate the empirical formula of this compound.(3)empirical formula = ...................................................9*P42864A0920*Turn over(c) Tungsten can also be obtained by reacting tungsten fluoride with hydrogen.The equation for this reaction isWF 6 + 3H 2 o W + 6HF(i) In an experiment, a chemist used 59.6g of tungsten fluoride. What is the maximum mass of tungsten he could obtain from 59.6 g of tungsten fluoride?Relative formula mass of tungsten fluoride = 298(2)maximum mass = ................................................... g(ii) Starting with a different mass of tungsten fluoride, he calculates that the massof tungsten formed should be 52.0 g. In his experiment he actually obtains 47.5 g of tungsten.What is the percentage yield of tungsten in this experiment?(2)percentage yield = ................................................... %(Total for Question 3 = 10 marks)10*P42864A01020*4 A student investigated the neutralisation of acids by measuring the temperature changeswhen alkalis were added to acids of known concentrations.He used this apparatus to add different volumes of sodium hydroxide solution to a fixed volume of dilute nitric acid.He used this method. Ɣ measure the temperature of 25.0 cm 3 of the acid in the polystyrene cupƔ add the sodium hydroxide solution in 5.0 cm 3 portions until a total of 30.0 cm 3has been added(a) State two properties of the sodium hydroxide solution that should be kept constantfor each 5.0 cm 3 portion.(2)1 ...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................2 ...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................polystyrene cup11*P42864A01120*Turn over12*P42864A01220*13*P42864A01320*Turn over14*P42864A01420*(f) Another student used sulfuric acid instead of nitric acid in her experiments.She started with 25.0 cm 3 of sulfuric acid of concentration 0.650 mol/dm 3. She added 0.500 mol/dm 3 sodium hydroxide solution until the acid was completely neutralised.The equation for this reaction is2NaOH + H 2SO 4 o Na 2SO 4 + 2H 2O(i) Calculate the amount, in moles, of sulfuric acid used.(2)amount = ................................. mol(ii) Calculate the amount, in moles, of sodium hydroxide needed to neutralise thisamount of sulfuric acid.(1)amount = ................................. mol(iii) Calculate the volume, in cm 3, of sodium hydroxide solution needed to neutralisethis amount of sulfuric acid.(2)volume = ................................. cm 3(Total for Question 4 = 18 marks)15*P42864A01520*Turn over16*P42864A01620*(c) The equation for one reaction that could occur in process 2 is C x H y o C 5H 12 + 2C 2H 4(i) Deduce the formula of C x H y(1)....................................................................................................................................................................................................................................................................................(ii) Give the name of the compound C 5H 12(1)....................................................................................................................................................................................................................................................................................(iii) Draw the displayed formula of C 2H 4(1)(d) The structural formula of chloroethene formed in process 3 is CH 2CHClThe polymer formed in process 4 is poly(chloroethene).Draw the displayed formula for the repeat unit of poly(chloroethene).(2)17*P42864A01720*(e) Poly(chloroethene) is formed by addition polymerisation. Nylon is formed by condensation polymerisation.(i) How does condensation polymerisation differ from addition polymerisation?(1)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(ii) Poly(chloroethene) and nylon do not biodegrade easily.What is meant by the term biodegrade ?(2)................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(iii) What feature of addition polymers makes it difficult for them to biodegrade?(1)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(Total for Question 5 = 13 marks)(TOTAL FOR PAPER = 60 MARKS)18*P42864A01820*BLANK PAGE19*P42864A01920*BLANK PAGE20*P42864A02020*BLANK PAGE。

igcse物理练习题

igcse物理练习题IGCSE Physics Practice Questions1. Forces and MotionQuestion 1:A car initially traveling at 20 m/s comes to a stop in 10 seconds. Calculate the acceleration of the car.Solution:Given:- Initial velocity (u) = 20 m/s- Final velocity (v) = 0 m/s- Time (t) = 10 sUsing the equation:v = u + atWe can rearrange the equation to solve for acceleration (a):a = (v - u) / ta = (0 - 20) / 10a = -2 m/s^2Therefore, the acceleration of the car is -2 m/s^2.Question 2:A ball is thrown vertically upwards with an initial velocity of 15 m/s. Calculate the time it takes for the ball to reach its maximum height.Solution:Given:- Initial velocity (u) = 15 m/s- Final velocity (v) = 0 m/s- Acceleration (a) = -9.8 m/s^2 (due to gravity)Using the equation:v = u + atWe can rearrange the equation to solve for time (t):t = (v - u) / at = (0 - 15) / -9.8t = 1.53 s (rounded to two decimal places)Therefore, it takes approximately 1.53 seconds for the ball to reach its maximum height.2. ElectricityQuestion 3:A circuit consists of a 12 V battery connected to a bulb. The current flowing through the bulb is 2A. Calculate the resistance of the bulb.Solution:Given:- Voltage (V) = 12 V- Current (I) = 2 AWe know that resistance (R) can be calculated using Ohm's Law:R = V / IR = 12 / 2R = 6 ΩTherefore, the resistance of the bulb is 6 ohms.Question 4:A circuit has two resistors connected in parallel. The resistance of the first resistor is 4 Ω, and the resistance of the second resistor is 6 Ω. Cal culate the total resistance of the circuit.Solution:To calculate the total resistance (R_total) of resistors connected in parallel, we use the formula:1/R_total = 1/R1 + 1/R2Substituting the values:1/R_total = 1/4 + 1/61/R_total = (6 + 4) / (4 * 6)1/R_total = 10 / 24R_total = 24 / 10R_total = 2.4 ΩTherefore, the total resistance of the circuit is 2.4 ohms.3. WavesQuestion 5:A wave with a frequency of 500 Hz and a wavelength of 0.2 m travels through a medium. Calculate the speed of the wave.Solution:Given:- Frequency (f) = 500 Hz- Wavelength (λ) = 0.2 mThe speed of a wave can be calculated using the formula:v = f * λv = 500 * 0.2v = 100 m/sTherefore, the speed of the wave is 100 m/s.Question 6:A sound wave has a frequency of 440 Hz. Calculate the wavelength of this sound wave if the speed of sound is 340 m/s.Solution:Given:- Frequency (f) = 440 Hz- Speed of sound (v) = 340 m/sThe wavelength can be calculated using the formula:v = f * λRearranging the formula to solve for wavel ength (λ):λ = v / fλ = 340 / 440λ = 0.77 m (rounded to two decimal places)Therefore, the wavelength of the sound wave is approximately 0.77 m.Remember to practice these questions regularly to improve your understanding of IGCSE Physics. Good luck with your studies!。

IGCSE物理-真题0625_s03_qp_3

Centre Number
CandidaATIONAL EXAMINATIONS International General Certificate of Secondary Education

PHYSICS
0625/03
Paper 3
Candidates answer on the Question Paper. No Additional Materials are required.
May/June 2003 1 hour 15 minutes
READ THESE INSTRUCTIONS FIRST
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(iii) Use the graphs to find the difference in the extensions of the two springs when a force of 15 N is applied to each one.

ig物理题型

ig物理题型【最新版】目录1.IG 物理考试的概述2.IG 物理考试的题型3.针对不同题型的备考策略4.总结正文1.IG 物理考试的概述IG 物理（International General Certificate of Secondary Education Physics）是国际普通中等教育证书物理科目的简称，通常是指英国剑桥大学考试委员会（Cambridge International Examinations, 简称 CIE）所开设的 IGCSE 物理课程。

该课程旨在为全球学生提供一种国际认可的物理教育，以培养学生的科学素养和分析问题、解决问题的能力。

IG 物理考试是评估学生在该课程中所掌握的知识和技能的重要手段。

2.IG 物理考试的题型IG 物理考试主要分为三类题型：选择题、简答题和计算题。

（1）选择题：这类题目要求学生在四个选项中选择一个正确答案。

选择题主要测试学生对基本概念、原理和定律的掌握程度，以及对相关实验的理解。

（2）简答题：简答题主要测试学生的分析和解释能力。

题目通常会提供一个或多个物理现象、实验或问题，要求学生用简洁明了的语言进行描述、解释或分析。

（3）计算题：计算题是 IG 物理考试中最具挑战性的题型，要求学生运用所学的物理知识解决实际问题。

这类题目可能涉及到复杂的数学计算、数据处理和绘图，需要学生具备较强的逻辑思维和数学运算能力。

3.针对不同题型的备考策略（1）选择题：针对选择题，学生应重点掌握基本概念、原理和定律，熟练运用这些知识解决实际问题。

在备考过程中，多做练习题、总结易错点，提高答题速度和准确率。

（2）简答题：简答题要求学生具备较强的文字表达能力。

在备考过程中，学生应加强阅读和写作训练，学会用简洁明了的语言描述物理现象和解释问题。

此外，学生还应关注历年真题，了解题目类型和答题技巧。

（3）计算题：计算题的备考重点是提高学生的数学运算和逻辑思维能力。

学生应加强数学基础知识的学习，熟练掌握物理公式和计算方法。

2014年IGCSE物理考纲0625

SYLLABUSCambridge IGCSE®Cambridge International Certificate*Physics0625For examination in June and November 2014*This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.University of Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre.© University of Cambridge International Examinations 2011® IGCSE is the registered trademark of University of Cambridge International Examinations.Contents1. Introduction (2)1.1 Why choose Cambridge?1.2 Why choose Cambridge IGCSE?1.3 Why choose Cambridge IGCSE Physics?1.4 Cambridge International Certificate of Education (ICE)1.5 Schools in England, Wales and Northern Ireland1.6 How can I find out more?2. Assessment at a glance (5)3. Syllabus aims and objectives (7)3.1 Aims3.2 Assessment objectives3.3 Scheme of assessment3.4 Weightings3.5 C onventions (e.g. signs, symbols, terminology and nomenclature)4. Curriculum content (12)5. Practical assessment (27)5.1 Paper 4: Coursework5.2 Paper 5: Practical Test5.3 Paper 6: Alternative to Practical6. Appendix A (35)6.1 Grade descriptions6.2 S ymbols, units and definitions of physical quantities6.3 Glossary of terms used in science papers6.4 Mathematical requirements6.5 ICT6.6 Procedures for external moderation7. Appendix B: Additional information (47)8. A ppendix C: Additional information – Cambridge International Level 1/Level 2Certificates (49)Introduction1. Introduction1.1 Why choose Cambridge?University of Cambridge International Examinations is the world’s largest provider of international education programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the world’s universities and employers.RecognitionEvery year, thousands of learners gain the Cambridge qualifications they need to enter the world’suniversities.Cambridge IGCSE® (International General Certificate of Secondary Education) is internationallyrecognised by schools, universities and employers as equivalent to UK GCSE. Learn more at/recognitionExcellence in educationWe understand education. We work with over 9000 schools in over 160 countries who offer ourprogrammes and qualifications. Understanding learners’ needs around the world means listening carefully to our community of schools, and we are pleased that 98% of Cambridge schools say they wouldrecommend us to other schools.Our mission is to provide excellence in education, and our vision is that Cambridge learners becomeconfident, responsible, innovative and engaged.Cambridge programmes and qualifications help Cambridge learners to become:• confident in working with information and ideas – their own and those of others• responsible for themselves, responsive to and respectful of others• innovative and equipped for new and future challenges• engaged intellectually and socially, ready to make a difference.Support in the classroomWe provide a world-class support service for Cambridge teachers and exams officers. We offer awide range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face),expert advice and learner-support materials. Exams officers can trust in reliable, efficient administrationof exams entry and excellent, personal support from our customer services. Learn more at/teachersNot-for-profit, part of the University of CambridgeWe are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit organisation.We invest constantly in research and development to improve our programmes and qualifications.2Cambridge IGCSE Physics 0625Introduction3Cambridge IGCSE Physics 06251.2 Why choose Cambridge IGCSE?Cambridge IGCSE helps your school improve learners’ performance. Learners develop not only knowledge and understanding, but also skills in creative thinking, enquiry and problem solving, helping them to perform well and prepare for the next stage of their education.Cambridge IGCSE is the world’s most popular international curriculum for 14 to 16 year olds, leading to globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2 stage.Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for Cambridge International AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International Certificate of Education) and other education programmes, such as the US Advanced Placement Program and the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international education for learners at this level. It develops in line with changing needs, and we update and extend it regularly.1.3 Why choose Cambridge IGCSE Physics?Cambridge IGCSE Physics is accepted by universities and employers as proof of knowledge andunderstanding of physics. Successful candidates gain lifelong skills, including:• confidence in a technological world, with an informed interest in scientific matters• an understanding of how scientific theories and methods have developed, and continue to develop, as aresult of groups and individuals working together• an understanding that the study and practice of science are affected and limited by social, economic,technological, ethical and cultural factors• an awareness that the application of science in everyday life may be both helpful and harmful to theindividual, the community and the environment• knowledge that science overcomes national boundaries and that the language of science, used correctlyand thoroughly, is universal• an understanding of the usefulness (and limitations) of scientific method, and its application in othersubjects and in everyday life• a concern for accuracy and precision• an understanding of the importance of safe practice• improved awareness of the importance of objectivity, integrity, enquiry, initiative and inventiveness • an interest in, and care for, the environment• an excellent foundation for advanced study in pure sciences, in applied science or in science-dependentvocational coursesIntroduction1.4 Cambridge International Certificate of Education (ICE)Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefitfrom offering a broad and balanced curriculum by recognising the achievements of learners who passexaminations in at least seven subjects. Learners draw subjects from five subject groups, including twolanguages, and one subject from each of the other subject groups. The seventh subject can be taken from any of the five subject groups.Physics falls into Group III, Science.Learn more about Cambridge IGCSE and Cambridge ICE at /cambridgesecondary21.5 Schools in England, Wales and Northern IrelandThis Cambridge IGCSE is approved for regulation in England, Wales and Northern Ireland. It appearson the Register of Regulated Qualifications as a Cambridge InternationalLevel 1/Level 2 Certificate. There is more information for schools in England, Wales and Northern Ireland in Appendix C to this syllabus.School and college performance tablesCambridge IGCSEs which are approved by Ofqual are eligible for inclusion in school and collegeperformance tables.For up-to-date information on the performance tables, including the list of qualifications whichcount towards the English Baccalaureate, please go to the Department for Education website(/performancetables). All approved Cambridge IGCSEs are listed as Cambridge International Level 1/Level 2 Certificates.1.6 How can I find out more?If you are already a Cambridge schoolYou can make entries for this qualification through your usual channels. If you have any questions, please contact us at international@If you are not yet a Cambridge schoolLearn about the benefits of becoming a Cambridge school at /startcambridge.Email us at international@ to find out how your organisation can become a Cambridge school. 4Cambridge IGCSE Physics 0625Assessment at a glance5Cambridge IGCSE Physics 06252. Assessment at a glanceCambridge IGCSE Physics candidates are awarded grades ranging from A* to G.Candidates expected to achieve grades D, E, F or G, study the Core Curriculum only and are eligible for grades C to G.Candidates expected to achieve grade C or higher should study the Extended Curriculum, which comprises the Core and Supplement Curriculums; these candidates are eligible for all grades from A* to G.All candidates must enter for threepapers.AvailabilityThis syllabus is examined in the May/June examination series and the October/November examination series.This syllabus is available to private candidates.Assessment at a glanceCombining this with other syllabusesCandidates can combine this syllabus in an examination series with any other Cambridge syllabus, except: • syllabuses with the same title at the same level• 0652 Cambridge IGCSE Physical Science• 0653 Cambridge IGCSE Combined Science• 0654 Cambridge IGCSE Co-ordinated Sciences (Double Award)• 5124 Cambridge O Level Science (Physics, Chemistry)• 5125 Cambridge O Level Science (Physics, Biology)• 5129 Cambridge O Level Combined Science• 5130 Cambridge O Level Additional Combined SciencePlease note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates and Cambridge O Level syllabuses are at the same level.6Cambridge IGCSE Physics 0625Syllabus aims and objectives7Cambridge IGCSE Physics 06253. Syllabus aims and objectives3.1 AimsThe aims of the syllabus listed below describe the educational purposes of this examination. The aims of the syllabus are the same for all students and are not listed in order of priority. The aims are:1. t o provide a worthwhile educational experience for all candidates, through well designed studies ofexperimental and practical science, whether or not they go on to study science beyond this level2. to enable candidates to acquire sufficient understanding and knowledge to:• b ecome confident citizens in a technological world, to take or develop an informed interest inscientific matters• r ecognise the usefulness, and limitations, of scientific method and to appreciate its applicability inother disciplines and in everyday life• b e suitably prepared for studies beyond Cambridge IGCSE in pure sciences, in applied sciences or inscience-dependent vocational courses3. to develop abilities and skills that• are relevant to the study and practice of physics• are useful in everyday life• encourage safe practice• encourage effective communication4. to develop attitudes relevant to physics such as• concern for accuracy and precision• objectivity• integrity• enquiry• initiative• inventiveness5. to stimulate interest in, and care for, the environment6. to promote an awareness that• s cientific theories and methods have developed, and continue to develop, as a result of co-operativeactivities of groups and individuals• t he study and practice of science are subject to social, economic, technological, ethical and culturalinfluences and limitations• t he applications of science may be both beneficial and detrimental to the individual, the communityand the environment• s cience transcends national boundaries and that the language of science, correctly and rigorouslyapplied, is universalSyllabus aims and objectives3.2 Assessment objectivesThe three assessment objectives in Cambridge IGCSE Physics are:A: Knowledge with understandingB: Handling information and problem solvingC: Experimental skills and investigationsA description of each assessment objective follows.A: Knowledge with understandingCandidates should be able to demonstrate knowledge and understanding of:1. scientific phenomena, facts, laws, definitions, concepts, theories2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)3. scientific instruments and apparatus, including techniques of operation and aspects of safety4. scientific quantities and their determination5. scientific and technological applications with their social, economic and environmental implications.Curriculum content defines the factual material that candidates may be required to recall and explain.Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to apply knowledge from one area of the syllabus to knowledge of a different syllabus area.Questions testing these objectives will often begin with one of the following words: define, state, describe, explain (using your knowledge and understanding) or outline (see Glossary of terms).B: Handling information and problem solvingIn words or using other written forms of presentation (e.g. symbolic, graphical and numerical), candidates should be able to:1. locate, select, organise and present information from a variety of sources2. translate information from one form to another3. manipulate numerical and other data4. use information to identify patterns, report trends and draw inferences5. present reasoned explanations of phenomena, patterns and relationships6. make predictions and hypotheses7. solve problems, including some of a quantitative nature.Questions testing these skills may be based on information that is unfamiliar to candidates, requiringthem to apply the principles and concepts from the syllabus to a new situation, in a logical, reasoned ordeductive way.Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or determine (see Glossary of Terms).8Cambridge IGCSE Physics 0625Syllabus aims and objectivesC: Experimental skills and investigationsCandidates should be able to:1. k now how to use techniques, apparatus, and materials (including following a sequence of instructions,where appropriate)2. make and record observations and measurements3. interpret and evaluate experimental observations and data4. p lan investigations, evaluate methods and suggest possible improvements (including the selection oftechniques, apparatus and materials).3.3 Scheme of assessmentAll candidates must enter for three papers: Paper 1; one from either Paper 2 or Paper 3; and one fromPapers 4, 5 or 6.Candidates who have only studied the Core curriculum, or who are expected to achieve a grade D or below,should normally be entered for Paper 2.Candidates who have studied the Extended curriculum, and who are expected to achieve a grade C orabove, should be entered for Paper 3.Syllabus aims and objectivesAll candidates must take a practical paper, chosen from: Paper 4 (Coursework), Paper 5 (Practical Test), or Paper 6 (Alternative to Practical).* The purpose of this component is to test appropriate skills in Assessment Objective C. Candidates will not be required to use knowledge outside the Core curriculum.** Teachers may not undertake school-based assessment without the written approval of Cambridge.This will only be given to teachers who satisfy Cambridge requirements concerning moderation and who have undergone special training in assessment. Cambridge offers schools in-service training in the form of occasional face-to-face courses held in countries where there is a need, and also through the Coursework Training Handbook, available from Cambridge Publications.Syllabus aims and objectives 3.4 WeightingsTeachers should take note that there is an equal weighting of 50% for skills (including handling information, problem solving, practical, experimental and investigative skills) and for knowledge and understanding. Teachers’ schemes of work and the sequence of learning activities should reflect this balance, so that theaims of the syllabus may be met, and the candidates fully prepared for the assessment.3.5 C onventions (e.g. signs, symbols, terminology andnomenclature)The syllabus and question papers will conform with generally accepted international practice.In particular, please note the following documents, published in the UK, which will be used as guidelines:Reports produced by the Association for Science Education (ASE):• SI Units, Signs, Symbols and Abbreviations (1981)• Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000)Litre/dm3To avoid any confusion concerning the symbol for litre, dm3will be used in place of l or litre.Decimal markersIn accordance with current ASE convention, decimal markers in examination papers will be a single dot onthe line. Candidates are expected to follow this convention in their answers.Curriculum content4. Curriculum contentCandidates can follow either the Core Curriculum only or they may follow the Extended Curriculum which includes both the Core and the Supplement.Candidates aiming for grades A* to C must follow the Extended Curriculum.Candidates must have adequate mathematical skills to cope with the curriculum.Candidates should make use of the summary list of symbols, units and definitions of quantities.Throughout the course, teachers should aim to show the relevance of concepts to the candidates’ everyday life and to the natural and man-made world. To encourage this approach and to allow teachers to useflexible programmes to meet the course’s general aims, we have limited the specified content of thesyllabus. The following material should therefore be regarded as an exam syllabus rather than a teachingsyllabus.Curriculum content 1.3 Mass and weightCore• S how familiarity with the idea of the mass of a body • State that weight is a force• D emonstrate understanding that weights (and hence masses) may be compared using a balance Supplement• D emonstrate an understanding that mass is a property that ‘resists’ change in motion • D escribe, and use the concept of, weight as the effect of a gravitational field on amass1.4 DensityCore• D escribe an experiment to determine the density ofa liquid and of a regularly shaped solid and make thenecessary calculation Supplement• D escribe the determination of the density of an irregularly shaped solid by themethod of displacement, and make thenecessary calculation1.5 Forces1.5 (a) Effects of forcesCore• S tate that a force may produce a change in size and shape of a body• P lot extension/load graphs and describe the associated experimental procedure• D escribe the ways in which a force may change the motion of a body• F ind the resultant of two or more forces acting along the same line Supplement• Interpret extension/load graphs• S tate Hooke’s Law and recall and use the expression F = k x• R ecognise the significance of the term ‘limit of proportionality’ for an extension/load graph• R ecall and use the relation between force, mass and acceleration (including thedirection)• D escribe qualitatively motion in a curved path due to a perpendicular force(F = mv 2/r is not required)1.5 (b) Turning effectCore• D escribe the moment of a force as a measure of its turning effect and give everyday examples• D escribe qualitatively the balancing of a beam abouta pivot Supplement• P erform and describe an experiment (involving vertical forces) to show thatthere is no net moment on a body inequilibrium• A pply the idea of opposing moments to simple systems in equilibrium1.5 (c) Conditions for equilibriumCore• S tate that, when there is no resultant force and no resultant turning effect, a system is in equilibriumCurriculum content1.5 (d) Centre of massCore• P erform and describe an experiment to determinethe position of the centre of mass of a plane lamina• D escribe qualitatively the effect of the position ofthe centre of mass on the stability of simple objects1.5 (e) Scalars and vectorsSupplement• D emonstrate an understanding of thedifference between scalars and vectorsand give common examples• A dd vectors by graphical representation todetermine a resultant• D etermine graphically the resultant of twovectors1.6 Energy, work and power1.6 (a) EnergyCore• D emonstrate an understanding that an object may have energy due to its motion or its position, andthat energy may be transferred and stored• G ive examples of energy in different forms, including kinetic, gravitational, chemical, strain,nuclear, internal, electrical, light and sound• G ive examples of the conversion of energy from one form to another, and of its transfer from oneplace to another• A pply the principle of energy conservation to simple examples Supplement• R ecall and use the expressions k.e. = ½ mv 2 and p.e. = mghCurriculum contentCurriculum contentCurriculum content2.2 Thermal properties2.2 (a) Thermal expansion of solids, liquids and gasesCore• D escribe qualitatively the thermal expansion of solids, liquids and gases• I dentify and explain some of the everyday applications and consequences of thermalexpansion• D escribe qualitatively the effect of a change of temperature on the volume of a gas at constant pressure Supplement• S how an appreciation of the relative order of magnitude of the expansion of solids,liquids and gases2.2 (b) Measurement of temperatureCore• A ppreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties • Recognise the need for and identify fixed points • D escribe the structure and action of liquid-in-glass thermometers Supplement• D emonstrate understanding of sensitivity, range and linearity• D escribe the structure of a thermocouple and show understanding of its use formeasuring high temperatures and thosethat vary rapidly2.2 (c) Thermal capacityCore• R elate a rise in the temperature of a body to an increase in internal energy• S how an understanding of the term thermal capacity Supplement• D escribe an experiment to measure the specific heat capacity of a substance2.2 (d) Melting and boilingCore• D escribe melting and boiling in terms of energy input without a change in temperature• S tate the meaning of melting point and boiling point • Describe condensation and solidification Supplement• D istinguish between boiling andevaporation• U se the terms latent heat of vaporisation and latent heat of fusion and give amolecular interpretation of latent heat • D escribe an experiment to measure specific latent heats for steam and for ice2.3 Transfer of thermal energy 2.3 (a) ConductionCore• D escribe experiments to demonstrate the properties of good and bad conductors of heat Supplement• G ive a simple molecular account of heat transfer in solidsCurriculum contentCurriculum content 3.2 (b) Refraction of lightCore• D escribe an experimental demonstration of the refraction of light• U se the terminology for the angle of incidence i and angle of refraction r and describe the passage oflight through parallel-sided transparent material • Give the meaning of critical angle• Describe internal and total internal reflection Supplement• R ecall and use the definition of refractive index n in terms of speed• R ecall and use the equationsin i/sin r = n• D escribe the action of opticalfibres particularly in medicine andcommunications technology3.2 (c) Thin converging lensCore• D escribe the action of a thin converging lens on a beam of light• Use the terms principal focus and focal length • D raw ray diagrams to illustrate the formation of a real image by a single lens Supplement• D raw ray diagrams to illustrate the formation of a virtual image by a singlelens• U se and describe the use of a single lens as a magnifying glass3.2 (d) Dispersion of lightCore• G ive a qualitative account of the dispersion of light as shown by the action on light of a glass prism3.2 (e) Electromagnetic spectrumCore• D escribe the main features of the electromagnetic spectrum and state that all e.m. waves travel with the same high speed in vacuo• Describe the role of electromagnetic waves in: – r adio and television communications (radio waves)– s atellite television and telephones (microwaves)– e lectrical appliances, remote controllers for televisions and intruder alarms (infrared)– medicine and security (X-rays)• D emonstrate an awareness of safety issues regarding the use of microwaves and X-rays Supplement• S tate the approximate value of the speed of electromagnetic waves• Use the term monochromaticCurriculum contentCurriculum content4.2 Electrical quantities4.2 (a) Electric chargeCore• D escribe simple experiments to show the production and detection of electrostatic charges • S tate that there are positive and negative charges • S tate that unlike charges attract and that like charges repel• D escribe an electric field as a region in which an electric charge experiences a force• D istinguish between electrical conductors and insulators and give typical examples Supplement• State that charge is measured in coulombs • S tate the direction of lines of force and describe simple field patterns, includingthe field around a point charge and the field between two parallel plates• Give an account of charging by induction • R ecall and use the simple electron model to distinguish between conductors andinsulators4.2 (b) CurrentCore• State that current is related to the flow of charge • Use and describe the use of an ammeter Supplement• S how understanding that a current is a rate of flow of charge and recall and use theequation I= Q /t• D istinguish between the direction of flow of electrons and conventional current4.2 (c) Electro-motive forceCore• S tate that the e.m.f. of a source of electrical energy is measured in volts Supplement• S how understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit4.2 (d) Potential differenceCore• S tate that the potential difference across a circuit component is measured in volts• Use and describe the use of a voltmeterCurriculum content4.2 (e) ResistanceCore• S tate that resistance = p.d./current and understand qualitatively how changes in p.d. or resistanceaffect current• Recall and use the equation R = V/I• D escribe an experiment to determine resistance using a voltmeter and an ammeter• R elate (without calculation) the resistance of a wire to its length and to its diameter Supplement• R ecall and use quantitatively theproportionality between resistance andlength, and the inverse proportionalitybetween resistance and cross-sectional area of a wire4.2 (f) Electrical energySupplement• R ecall and use the equationsP =I V and E =I Vt4.3 Electric circuits4.3 (a) Circuit diagramsCore• D raw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), lamps, ammeters, voltmeters, magnetising coils, transformers, bells, fuses and relays Supplement• D raw and interpret circuit diagrams containing diodes and transistors4.3 (b) Series and parallel circuitsCore• U nderstand that the current at every point in a series circuit is the same• G ive the combined resistance of two or more resistors in series• S tate that, for a parallel circuit, the current from the source is larger than the current in each branch •S tate that the combined resistance of two resistors in parallel is less than that of either resistor by itself • S tate the advantages of connecting lamps in parallel in a lighting circuit Supplement• R ecall and use the fact that the sum of the p.d.s across the components in a seriescircuit is equal to the total p.d. across thesupply• R ecall and use the fact that the current from the source is the sum of the currents in the separate branches of a parallel circuit • C alculate the effective resistance of two resistors in parallel。

剑桥英语等级考试真题及答案

剑桥英语等级考试真题及答案In the world of English proficiency exams, Cambridge English Exams stand tall as one of the most recognized and respected assessments. Be it the Cambridge English: First (FCE), Advanced (CAE), or the prestigious Cambridge English: Proficiency (CPE), each level presents its uniquechallenges and requirements. As candidates prepare forthese exams,熟悉和掌握真题及答案变得至关重要。

**Exam Overview and Importance of Past Papers**Cambridge English Exams are designed to assess a candidate's ability to communicate effectively in English across a range of real-life scenarios. The exams are notjust about grammar and vocabulary; they test listening, speaking, reading, and writing skills, making them a comprehensive measure of English proficiency.Past papers and their answers are invaluable resources for candidates preparing for these exams. They provide an insight into the exam format, question types, anddifficulty levels. By practicing with past papers, candidates can familiarize themselves with the exam pattern,identify their weak areas, and work on improving their performance.**Analyzing a Sample Paper: Listening Section**Let's delve into a sample listening section of a Cambridge English Exam. This section typically comprises multiple-choice questions, where candidates are required to listen to a recording and select the most appropriate answer based on the information provided.Example Question: "You hear a student discussing their plans for the summer with a friend. What is the student going to do in June?"A. Visit a relative in another country.B. Take a course in painting.C. Go trekking in the mountains.To answer this question effectively, candidates need to focus on the key details in the recording, identify the relevant information, and make a well-informed decision. Practice with past papers helps candidates develop this skill.**Strategies for Effective Preparation**When preparing for Cambridge English Exams, candidates should adopt a multi-faceted approach. Here are some key strategies:1. **Understand the Exam Format and Syllabus**: Familiarize yourself with the exam format, question types, and the syllabus. This will help you identify the areas you need to focus on.2. **Regular Practice with Past Papers**: Regular practice with past papers helps you familiarize yourself with the exam pattern and improve your time management skills.3. **Focus on All Skills**: Don't neglect any skill. Work on improving your listening, speaking, reading, and writing skills equally.4. **Seek Expert Guidance**: Consider taking guidance from a teacher or an experienced mentor who can help you identify your weaknesses and provide targeted advice.5. **Maintain a Positive Mindset**: Staying positive and motivated is crucial. Believe in your abilities and stay focused on your goal.**Conclusion**Preparing for Cambridge English Exams requires dedication, discipline, and the right approach. Past papersand their answers are invaluable resources that can help candidates achieve their desired results. By analyzing sample papers, understanding the exam format, and adopting effective preparation strategies, candidates can confidently face the challenge and demonstrate their English proficiency.**剑桥英语等级考试真题探索及备考策略**在英语水平考试中，剑桥英语考试无疑是备受推崇和认可的考试之一。

IGCSE Physics Paper A Answers

PHYSICSSample Examination Paper AANSWERS1. (a) Seconds hand at 35 s; minutes hand at or just to right of 60 (up to ½ a division).(b) Seconds hand at 55 s; minutes hand between 4 and 5.(c) 4 minutes 20 s.2.(a) 100 – 20; level shown at 80 (ignore meniscus) ± 1 mm (need not actually draw surface).(b) (i) 16 cm.(ii) 6 – 25 cm2.3.(a) 2100 – 900 = 12 (or 10.06 i.e. travel time).(b) 1500/15.00/1500 to 1800.(c) 1.(d) (i) Find area of first trapezium (or equivalent) bold area under graph.(ii) Find total area; divide by total time/divide by 12/divide by travel time.4.(a) It turns clockwise.(b) (i) Stationary/nothing.(ii)Horizontal arrow to left; 10(N).5.(a) Chemical, gravitational, internal, kinetic.(b) Kinetic.(c) Potential.(d) Chemical.6.(a) Idea of greater speed; idea of molecules further apart.(b) (i) Any suitable example involving expansion or contraction e.g. thermometer, thermostat,bimetal strip, rivets, fitting steel tyres.(ii) Any suitable example involving expansion or contraction e.g. expansion gaps in bridges etc., overhead cables, cracking glass.7.(a) (ii) Wavelength labelled clearly ± 3 mm; wavelength labelled clearly ± 1 mm.(ii) Horizontal line anywhere between top and bottom of wave pattern.(b) Measure time for a number of waves to pass (f = no. of waves/time).OrCount number of waves passing (in one second).OrMeasure time for 1 wave to pass (f = 1/T).8.(a) (i) Principle focus unambiguously marked; focal length approximately indicated; focal lengthprecisely indicated, from pole to principle focus.(ii) Any ray from X to Y, correctly refracted at lens.(b) Real; diminished; inverted; image distance lens.(c) Gets smaller; gets closer to lens.9.(a) (i) (Good) conductor.(ii) Poor conductor/ (good) insulator; to stop your hand getting burned/prevent shock.(b) (i) Conduction.(ii) Conduction, convection, radiation ticked.(c) Equal to 40W.10.(a) (i) Series/potential divider.(ii) 12 (Ω).(iii) I = V/R; 6/12 = 0.5 A.(iv) 0.5 x 10 = 5 V.(v) 5 V.(b) (i) 1.6; 2.0.(ii) Below A but not lower than bottom of the word ‘contact’.11.(a) Connect wire across/to millivoltmeter; move wire across magnetic field/move magnet pastwire/dip magnet into coil made of wire.(b) Millivoltmeter deflects.(c) Generator/transformer/induction coil/coil on a car/microphone.12.(a) Dot to right of S: horiz. Line from end/pole to right (must not curve).Dot to left of N: horiz. Line from end/pole to left (must not curve).Dot by top LH corner: smooth curve from end/pole above magnet to equivalent point at south end.Dot below magnet: smooth curve between N and S leaving and entering side of magnet, not ends.(b) Arrow clearly indicating N to S.。

0625_y16_sp_4剑桥IG物理考试真题

*0123456789*Cambridge International Examinations Cambridge International General Certificate of Secondary EducationPHYSICS Paper 4 Theory (Extended) SPECIMEN PAPERCandidates answer on the Question Paper. No Additional Materials are required.0625/04 For Examination from 20161 hour 15 minutesREAD THESE INSTRUCTIONS FIRSTWrite your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES.Answer all questions. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units. Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.This document consists of 17 printed pages and 1 blank page.© UCLES 2014[Turn over2 1 Fig. 1.1 shows the speed-time graph for a car travelling along a straight road.The graph shows how the speed of the car changes as the car passes through a small town. 35D 30speed m/s25Aentersleaves20towntownherehere15BC1050010203040506070time / sFig. 1.1(a) Calculate the distance between the start of the town and the end of the town.distance =[3]© UCLES 20140625/04/SP/163 (b) Calculate the acceleration of the car between C and D.acceleration =[3](c) State how the graph shows that the deceleration of the car has the same numerical value as its acceleration.[1] [Total: 7]© UCLES 20140625/04/SP/16[Turn over42 Fig. 2.1 shows a conveyor belt transporting a package to a raised platform. The belt is driven by a motor.packageconveyor beltmotorFig. 2.1(a) The mass of the package is 36 kg. Calculate the increase in the gravitational potential energy (g.p.e.) of the package when it is raised through a vertical height of 2.4 m.increase in g.p.e. =[2](b) The package is raised through the vertical height of 2.4 m in 4.4 s. Calculate the power needed to raise the package.power =[2](c) The electrical power supplied to the motor is much greater than the answer to (b). Explain how the principle of conservation of energy applies to this system.[2]© UCLES 20140625/04/SP/165 (d) Assume that the power available to raise packages is constant. A package of mass greaterthan 36 kg is raised through the same height. Suggest and explain the effect of this increase in mass on the operation of the conveyer belt.[3] [Total: 9]© UCLES 20140625/04/SP/16[Turn over63 The engine of an unpowered toy train is rolling at a constant speed on a level track, as shown in Fig. 3.1. The engine collides with a stationary toy truck, and joins with it.moving enginestationary trucktrack Fig. 3.1 Before the collision, the toy engine is travelling at 0.32 m / s. The mass of the engine is 0.50 kg. (a) Calculate the momentum of the toy engine before the collision.momentum =[2](b) The mass of the truck is 0.30 kg.Using the principle of conservation of momentum, calculate the speed of the joined engine and truck immediately after the collision.speed =[3] [Total: 5]© UCLES 20140625/04/SP/167 BLANK PAGE© UCLES 20140625/04/SP/16[Turn over8 4 A solar panel is mounted on the roof of a house. Fig. 4.1 shows a section through part of thesolar panel.sunlighttrapped airwatercopper pipe, painted blackglass sheetinsulating materialmetal backing sheet, painted blackFig. 4.1A pump makes water flow through the copper pipes. The water is heated by passing through the solar panel.(a) Select and explain three features of the solar panel that maximise the final temperature of the water.[4]© UCLES 20140625/04/SP/169(b) During one day, 250 kg of water is pumped through the solar panel. The temperature of this water rises from 16 °C to 38 °C.The water absorbs 25 % of the energy incident on the solar panel. The specific heat capacity of water is 4200 J / (kg °C).Calculate the energy incident on the solar panel during that day.energy =[4](c) The solar panel in Fig. 4.1 is designed to heat water.A person is deciding whether to install solar panels on her house.List and explain three pieces of information she needs to consider in order to make her decision.(d) The Sun releases energy as a result of nuclear fusion. State the meaning of nuclear fusion.© UCLES 20140625/04/SP/16[4][2] [Total: 14] [Turn over105 Fig. 5.1 shows a gas contained in a cylinder enclosed by a piston.pistonpressure gaugegascylinder100 cm Fig. 5.1 At first, the length of cylinder containing the gas is 100 cm. The pressure of the gas, shown by the pressure gauge, is 300 kPa. The area of cross-section of the cylinder is 0.12 m2. (a) (i) Describe the motion of the molecules of the gas.[1](ii) Use the idea of momentum to explain how the molecules exert a force on the walls of the cylinder.[2]© UCLES 20140625/04/SP/1611(b) The piston is moved so that the new length of cylinder occupied by the gas is 40 cm. The temperature of the gas is unchanged.(i) Calculate the new pressure of the gas.pressure =[2](ii) Explain, in terms of the behaviour of the molecules, why the pressure has changed.[2] [Total: 7]© UCLES 20140625/04/SP/16[Turn over12 6 Fig. 6.1 shows a scale drawing of plane wavefronts approaching a gap in a barrier.direction of wave travelbarrierFig. 6.1 (a) On Fig. 6.1, draw the pattern of the wavefronts after the wave has passed through the gap.[2](b) The wave approaching the barrier has a wavelength of 2.5 cm and a speed of 20 cm / s. Calculate the frequency of the wave.frequency =[2](c) State what happens, if anything, to the frequency of the wave as it passes through the gap. [1]© UCLES 20140625/04/SP/1613 (d) Explain, in terms of diffraction, why a car radio may pick up low frequency radio signals butnot pick up high frequency radio signals when the car is travelling behind a hill.[2] [Total: 7]© UCLES 20140625/04/SP/16[Turn over14 7 The circuit of Fig. 7.1 includes an immersion heater and a 6.0 V battery.6.0 VXAheaterFig. 7.1(a) State the name and purpose of component X.namepurpose [1](b) The heater is designed to work from a 3.6 V supply. It has a power rating of 4.5 W at this voltage.By considering the current in the heater, calculate the resistance of component X when there is the correct potential difference across the heater.resistance =[5](c) Some time after the heater is switched on, the ammeter reading is seen to have decreased. Suggest why this happens.© UCLES 20140625/04/SP/16[2] [Total: 8]15 8 Fig. 8.1 is a schematic diagram of an electronic circuit controlling a lamp.temperature sensorAlight sensorrelaylampBFig. 8.1The output of the temperature sensor is high (logic 1) when it detects raised temperatures. The output of the light sensor is high (logic 1) when it detects raised light levels.The lamp is lit when the input to the relay is high (logic 1).(a) Complete the truth table by giving the outputs of A and B.output of light sensoroutput of temperature sensoroutput of Aoutput of B00011011[2](b) State the conditions under which the lamp is lit. [1](c) Suggest why B is connected to a relay, rather than directly to the lamp.[2] [Total: 5]© UCLES 20140625/04/SP/16[Turn over169 A plastic rod is rubbed with a cloth and becomes positively charged. After charging, the rod is held close to the suspended table-tennis ball shown in Fig. 9.1. The table-tennis ball is covered with metal paint and is uncharged.light table-tennis ball covered with metalpaintnylon threadpositively charged rodFig. 9.1(a) Describe what happens to the charges in the metal paint on the ball as the positively charged rod is brought close to the ball.[1](b) The ball is attracted towards the charged rod. Explain why this happens, given that the ball is uncharged.(c) State the unit in which electric charge is measured.[2][1] [Total: 4]© UCLES 20140625/04/SP/161710 Emissions from a radioactive source pass through a hole in a lead screen and into a magnetic field, as shown in Fig. 10.1. The experiment is carried out in a vacuum.radioactive sourceA magnetic field into paperBlead screenC 3 cm Fig. 10.1 Radiation detectors are placed at A, B and C. They give the following readings:A 32 counts / minB 543 counts / minC 396 counts / minThe radioactive source is then completely removed, and the readings become:A 33 counts / minB 30 counts / minC 31 counts / minFrom the data given for positions A, B and C, deduce the type of emissions coming from the radioactive source. Explain your reasoning.© UCLES 20140625/04/SP/16[7] [Total: 7] [Turn over1811 In Geiger and Marsden’s α-particle scattering experiment, α-particles were directed at a very thin gold foil.Fig. 11.1 shows five of the nuclei of the atoms in one layer in the gold foil. Also shown are the paths of three α-particles directed at the foil.Fig. 11.1(a) On Fig.11.1, complete the paths of the three α-particles.[3](b) (i) State the result of the experiment that shows that an atom consists of a very tiny, charged core, containing almost all the mass of the atom.[1](ii) State the sign of the charge on this core. ...................................................................... [1] (iii) State what occupies the space between these charged cores.[1](c)Thenuclidenotationforan α-particleis4 2α.State the number of protons and neutrons in an α-particleprotons =neutrons =[1][Total: 7]Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.© UCLES 20140625/04/SP/16。

IGCSE 03年物理考试答案

June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 40SYLLABUS/COMPONENT: 0625/01PHYSICSPaper 1 (Multiple Choice)Page 1Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – JUNE 200306251Question Number Key Question Number Key1A21D 2B22D 3B23B 4C24B 5D25B6C26D 7A27A 8D28A 9B29B 10B30D11A31C 12C32D 13B33A 14D34A 15B35C 16A36B 17A37D 18A38A 19B39D 20D40BTOTAL 40June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 80SYLLABUS/COMPONENT: 0625/02PHYSICSPaper 2 (Core)NOTES ABOUT MARK SCHEME SYMBOLSB marks are independent marks, which do not depend on any other marks. For aB mark to be scored, the point to which it refers must actually be seen inthe 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 inthe 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 method marks which can be scored even if the pointsto which they refer are not written down by the candidate, providedsubsequent working gives evidence that they have known it, e.g. if anequation carries a C mark and the candidate does not write down theactual equation but does correct working which shows he knew theequation, then the C mark is scored.A marks are accuracy or answer marks which either depend on an M mark, orallow a C mark to be scored.c.a.o.means ‘correct answer only’.e.c.f.means ‘error carried forward’. This indicates that if a candidate hasmade an earlier mistake and has carried his incorrect value forward tosubsequent stages of working, he may be given marks indicated bye.c.f. provided his subsequent working is correct, bearing in mind hisearlier mistake. This prevents a candidate being penalised more thanonce for a particular mistake, but only applied to marks annotated‘e.c.f.’.e.e.o.o.means ‘each error or omission’.Brackets ( )around words or units in the mark scheme are intended to indicatewording used to clarify the mark scheme, but the marks do not dependon seeing the words or units in brackets, e.g. 10 (J) means that themark is scored for ‘10’, regardless of the unit given.Underlining indicates that this must be seen in the answer offered, or something very similar.Un.pen.means ‘unit penalty’. An otherwise correct answer will have one mark deducted if the unit is wrong or missing. This only applies wherespecifically stated in the mark scheme. Elsewhere, incorrect or missingunits are condoned.OR/or indicates alternative answers, any one of which is satisfactory forscoring the marks.QUESTION SCHEME TARGETGRADE MARK 1(a)8F B1(b)EITHER ORgreater smallerAND ANDThickness of rule thread stretched whenon rule OR overlap at ends OR worn rule ends F B122(a)(i)10F B1 (ii) stretch OR shape (or suitable sketch)C B1(b)(i) 120F B1(ii) up(wards) OR vertical (NOT vertically down)Accept arrow on diagramF B1(iii) increase size/area of blocks/larger blocks OR increase number of blocksOR less soil in pot (NOT put pot on harderground)F B153(a)0.97 – 0.510.46FFC1A1(b)(i) 15F B1(ii) 515 e.c.f.C B1 (iii) D = M/V in any form, seen or implied(words/letters/mix)F C1EITHER OR OR460 5150.465150.46515 ´ 10-6 e.c.f.C C10.8932…8.932… ´ 10-4893.2…No e.c.f.C C1(any number of significant figures)0.898.9 ´ 10-4890 (e.c.f. forsignificantfigures)C A1g/cm3kg/cm3kg/m3F B1 (0.89 kg/dm3 isOK)(NOT 8.9-04)94(a)idea of air molecules moving (allow vibrating)(N.B. ‘collide’ = ‘moving’)idea of air molecules striking something (condonethemselves)idea of air molecules striking walls FFCC1C1A1(b)(i) moves down F B1(b)parallel to ray striking mirror 1 (allow incident ray)OR same direction (NOT equal/same as)(N.B. sentence must be completed, i.e. no inferencefrom line on diagram)C B147(a)680102013601700F B1(b) 5 points plotted±21 small square (-1 e.e.o.o.)ignore 0,0 (e.c.f.)reasonable line through his points –drawn with rule/thickness reasonable FFB2B1(c)(i)flashlight travels quickly OR sound travels slowly(accept figure)light travels faster than sound (accept figure)light travels much faster than sound (acceptfigures)FFFCB1C1C1A1(iii) 1400 - 1450 OR correct value from his graph ±21 squareclear and correct indication on graph of howobtained (minimum: dot at appropriate point)FFB1B1108(a)Charge(s) OR energy (NOT electricity (condone asextra), charged particles (condone as extra), current,electrons (condone as extra), voltage)C B1(b)(i) 0(ii) mention of 6Vmention of rising OR not instantaneous (NOT‘reads’)(iii) any realistic example of something turnedon/off after a time lapse, e.g. electronic eggtimer, turn-off bedside radio CFCFB1B1B1B169(a)(i) wire shown curved between A and Bwire displaced all along between A and B,and reasonably smooth(ii) idea of force (in any direction)on current/current-carrying conductorwhen in magnetic field FCFCCC1 markalong-sideA1 diagramM1A1A1(b)line curved in opposite direction F B1 mark 6 along-sidediagram10(a)(i) electrons OR cathode rays (NOT beta-particles)something ‘hitting’ the screen (NOT ‘form aspot’)idea of fluorescence (of the screen, NOT ‘thegas’)(ii) focus (iii) time base OR ms/cm (iv) electrons/cathode rays deflected (e.c.f. from (i); allow ‘attracted’ if intention clear)something deflected horizontally some idea of repeated sweeps/back and forth F F CCCFCCB1B1B1B1B1B1M1A1(b)(i) (y-)input (allow y-plates)(ii) 1. trace moves horizontally/sideways/left/right 2. trace moves vertically/up/down FCC B1B1B11111(a)Connection to either side of cell, but not shorted out VR in series with lamp, and not shorted out ORcorrectly connected as a potential divider (condoneinclusion of a switch)F FB1B1(b)(i) R 1 + R 212F FC1A1(ii) 1. Resistance = p.d./current in any form (words/letters/mix) 6/12 e.c.f. 0.5 or 21e.c.f.FCC C1C1A1Mark first correct answer, condone extrasJune 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 80SYLLABUS/COMPONENT: 0625/03PHYSICSPaper 3 (Extended)1(a)(i)force of gravity acts on masses/weight of masses B1 (ii)vector has direction/force has direction B12(b)(i)spring 1 (more difficult)M1any correct relevant pair of values A1 (ii)P marked at extension 25 mm to 28 mm A1explanation in terms of end of proportionality B1 (iii)each graph read at 15 N, approx. 25 mm, 19 mm C1difference correct, 6 mm +/- 1 mm A16[8] 2(a)change in speed is 1.5 m/s C1deceleration = decrease in speed/time or 1.5/12C1a = (-/+) 0.125 m/s A13(b)average speed = 1.75 m/s C1distance = 21 m A12[5]3(a)attempt to use triangle or parallelogram of forces stated scale used950 N and 1220 N in correct relative directionscorrect resultant drawn inweight = 1785 N [limits 1700 N to 1850 N]M1A1C1C1A15(b)(i)work = force x distance or 1500 x 3.0C1work = 4500 J A1(ii)power = work/time or 4500/2.5 power = 1800 W C1A14[9]4(a)air molecules hit dust particleshits continuously/unevenly/hits cause movement in alldirectionsair molecules fast moving/high energy M1A1B13(b)any attempt to use p x v = constant or correctproportionfraction 2 x 80/25 seenp = 6.4 x 10 (Pa)C1C1A13[6]5(a)Y is a wire of different metal/not copper B1Z is a galvanometer/millivoltmeter/miIIiammeter B12(b) 2 junctions at different temperatures, accept one hot,one coldB1temperature difference causes e.m.f./voltage/current B1reading of meter changes (with temperature)B11 junction at known temperature/need for calibration B1max 3(c)dull or black surface B11[6]6(a)(i)incident ray, refracted ray and normal drawn C1all correct and meeting at a point A1 (ii)angle of incidence and refraction correctly identified B1(iii)values correct within agreed limits B14(b)use of sini/sinr C1correct substitution from candidates values C1value correct within agreed limits from candidate'svalues A13[7] 7(a)value 3 x 10 m/s A11(b)speed of light (much) greater than speed of sound orvalue for sound A11(c)(i)source and receiver arrangementwith detail and labels C1 A1(ii)distance between source and receiver time between flash and bang B1 B1(iii)speed = distance/time B1max 4[6]8(a)(i)use of charge = It or I = 90/45current = 2 A C1 A1(ii)resistance = voltage/current or 6/2 resistance is 3 ohm C1 A1(iii)energy = Vit or Vq or 6 x 90 energy is 540 J C1A16(b)idea of energy transferis (6) J/C C1A12[8]9(a)(i)power = VI or 24 X 2power is 48 W C1 A1(ii)voltage = power/current or 48/0.4 voltage is 120 V C1A14(b)(i)no/very little energy/power lost or energy/power in =energy/power out B1(ii)any mention of magnetic fieldchanging magnetic fieldfield passes through core or secondary coilinduces voltage in secondary coilnumber of turns on secondary determines voltage output B1B1B1B1B1max 4[8]10(a)(i)circular line of force around wire through Parrow(s) on line anticlockwise - none wrong M1 A1(ii)arrow through Q to left A13 (b)(i)none/stays same B1(ii)direction reverses B12(c)at S - strongerat T - same (strength)at W - same (strength)B1B1B13[8]11(a)(i)source, detectornamed absorber/air and labels B1 B1(ii)take detector reading with no source (background) detector reading with source, detector and air onlydetector reading with appropriate named absorber(including distance in air)B1 B1B1(iii)same reading with absorber(including air) as backgroundso all alpha absorbed by cardboard/paper/air, others would get through B1B1max 6(b)curved path stated or drawnpath at right angles to magnetic fieldinto paper B1B1B13[9]TOTAL 80June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 60SYLLABUS/COMPONENT: 0625/05PHYSICSPractical1.two room temp readings (sensible)1table completed, temps rising1 evidence of temp to better than 1 deg1 all temps to better than 1 deg1 time unit1 temp unit 1 Graphtemp axis labelled1 scale suitable1 plotting (check one on A)1 plotting (check one on B)1 line judgement shape1 thickness1Statement1 Justification (adequate)1 OR good 2TOTAL 15 sensible1 2. dunit1 diagram blocks parallel and in correct position1 rule position shown1 r correct1h sensible with unit1V calculation correct1c stated (sensible)1at least 5 turns used1calculation of V1 average calculated 1 2/3 sf 1 unit1 sensible G estimate1 v correct, 2/3 sf, unit1TOTAL 153.three correct units3both I to at least 1 dp1 both V to at least 1 dp1 R value (check first) correct1 both R to 2/3 sf1 correct ratio (as decimal)1 no unit1 2/3 sf 1 ratio 1.8 – 2.21Diagramvoltmeter in parallel across the motors1 ammeter correct1 variable resistor connected to vary current through one motor1 correct symbols for all three1TOTAL 15 4.angle 30 (+1)1angle 40 (+1)1 pins F and G at least 5cm apart1GF correct and neat1 new GF line correct and neat1 x line correct position1 record of x correct1 unit 1 y line correct position1 record of y correct1 unit (same as x, stated or not)1 correct ratio x/y1 no unit1 2/3 sf1 value1TOTAL 15June 2003INTERNATIONAL GCSEMARK SCHEMEMAXIMUM MARK: 40SYLLABUS/COMPONENT: 0625/06PHYSICSAlternative to PracticalPage 1Mark Scheme Syllabus PaperIGCSE EXAMINATIONS – JUNE 200306256 1(a)Seven correct values: 0, 2, 3, 6, 9, 10, 12 (-1 each error)2(b)Graph:Scales, labelled, suitable sizeAxes, right way roundPlots to ½ sq (-1 each error)1 1 2(c)Line shapeLine thicknessTriangle greater than ½ line and method usedCorrect interpolation to ½ sq1111 TOTAL102(a)36o (61o)1(b)Refracted ray drawn22o (61o)normal correct (by eye)neat, thin, correct lines 1 1 1 1(c)Correct refracted ray (by eye) with arrow1(d)Separation (LHS) at least 5cmSeparation (RHS) at least 5cm11 TOTAL83(a)(i)Voltmeter across lamp1 (ii)Variable resistor/rheostat1(b)Correct position1(c)VAWcorrect R at 9.8V = 8.16666 (any sf)all R to 2/3 sfconsistent 2 sf or consistent 3 sf111111 TOTAL94(a)(i) 6.8cm (68mm)1(ii) 6.8unit, mm 1 1(b)(i) 3.8/3.77 or 0.38/0.377mm or cm as appropriate 1 1Page 2Mark SchemeSyllabus Paper IGCSE EXAMINATIONS – JUNE 200306256© University of Cambridge Local Examinations Syndicate 2003(ii)0.94/0.95 (or evidence of division by 4)1(iii)0.75094/0.750951(c)Thickness of string/thickness of marks on string/stretching of string/metre rule measures to 1mm1TOTAL85(a)(i)polystyrene1(ii)Least steep curve (or numbers suitably quoted)1(b)Three from:Thickness of insulator Room temp.Starting temp.Mass/vol./amount of water Using same can3TOTAL5Grade thresholds taken for Syllabus 0625 (Physics) in the June 2003 examination.maximumminimum mark required for grade:markA C E FavailableComponent 1 40 - 29 23 19 Component 280 - 45 34 26 Component 380 53 32 - -Component 560 42 33 21 13 Component 640 34 26 20 15The threshold (minimum mark) for B is set halfway between those for Grades A and C. The threshold (minimum mark) for D is set halfway between those for Grades C and E. The threshold (minimum mark) for G is set as many marks below the F threshold as the E threshold is above it.Grade A* does not exist at the level of an individual component.。

igcse physical试卷

igcse physical试卷标题：IGCSE Physical试卷引言概述：IGCSE Physical试卷是国际通用的物理考试试卷，涵盖了广泛的物理知识和技能。

本文将从五个大点出发，详细阐述IGCSE Physical试卷的内容和要求，以及考试的总结。

正文内容：1. 知识范围1.1 基础物理知识- 物质的性质和变化：包括物质的物理和化学性质，以及物质的相变过程。

- 力和运动：涵盖牛顿定律、运动学、动量和能量等基本概念。

- 光学：包括光的传播、反射、折射和光的波动性质等。

1.2 电磁学- 电学基础：电荷、电场、电流、电阻和电路等基本概念。

- 磁学基础：磁场、磁感应和电磁感应等基本概念。

- 电磁波：包括电磁波的传播、频率、波长和能量等特性。

1.3 热力学- 温度和热量：包括温度的测量、热传导和热容等基本概念。

- 热力学定律：热力学第一定律和第二定律的应用。

- 热力学循环：包括卡诺循环和热机效率等概念。

2. 实验技能要求2.1 实验设计和数据处理- 设计实验：学生需要能够设计合理的实验方案，包括实验目的、装置和步骤等。

- 数据处理：学生需要能够正确收集实验数据，并进行数据处理和分析。

2.2 实验技术和安全- 实验技术：学生需要掌握常用的实验技术，如测量仪器的使用和实验操作的技巧。

- 实验安全：学生需要了解实验中的安全注意事项，并能正确使用实验室设备。

3. 理解和应用3.1 理解物理概念- 学生需要能够理解物理概念的定义和原理，并能够运用这些概念解决相关问题。

3.2 解决物理问题- 学生需要能够分析和解决与物理相关的问题，包括定量和定性分析。

3.3 应用物理原理- 学生需要能够将物理原理应用于实际生活和工程领域，例如工程设计和科学研究。

4. 计算和推理4.1 数学运算- 学生需要具备基本的数学运算能力，如代数、几何和微积分等。

4.2 物理公式和计算- 学生需要掌握物理公式的推导和应用，以及正确进行物理计算。

英国高一物理考试卷

英国高一物理考试卷一、选择题（每题2分，共20分）1. 光在真空中的速度是多少？A. 299,792 km/sB. 300,000 km/sC. 299,792,458 m/sD. 299,792 m/s2. 牛顿第二定律的表达式是什么？A. F = maB. F = mvC. F = m/vD. F = v/m3. 以下哪个不是能量守恒定律的应用？A. 机械能守恒B. 热力学第一定律C. 热力学第二定律D. 热力学第三定律4. 波长为λ的电磁波在介质中的传播速度是多少？A. c/λB. cλC. c/nλD. nλ/c5. 根据热力学第二定律，以下哪个说法是正确的？A. 能量守恒B. 能量可以完全转化为功C. 热量可以自发地从冷物体传到热物体D. 热量不能自发地从冷物体传到热物体6. 以下哪种力是保守力？A. 摩擦力B. 重力C. 空气阻力D. 弹簧力7. 以下哪个是描述物体状态的物理量？A. 速度B. 加速度C. 位移D. 质量8. 根据麦克斯韦方程组，以下哪个描述是正确的？A. 电场是由电荷产生的B. 磁场是由电流产生的C. 变化的电场可以产生磁场D. 所有选项都是正确的9. 以下哪个是描述物体运动状态的物理量？A. 质量B. 密度C. 温度D. 动量10. 根据量子力学，以下哪个描述是正确的？A. 电子在原子核周围有确定的轨道B. 电子在原子核周围的概率分布C. 电子是粒子，不是波D. 电子是波，不是粒子二、填空题（每空2分，共20分）11. 根据牛顿第一定律，如果一个物体不受外力作用，它将保持________状态。

12. 力的三要素包括力的大小、力的方向和________。

13. 物体的惯性大小取决于它的________。

14. 一个物体的动能（K）可以用公式 K = 1/2 mv^2 来计算，其中 m 是________，v 是________。

15. 根据欧姆定律，电流（I）与电压（V）和电阻（R）的关系可以表示为 I = V/________。

剑桥一级考试试题及答案

剑桥一级考试试题及答案一、听力理解（共20分）1. 你听到的对话中，谁在图书馆？A. TomB. LilyC. Jack答案：B2. 下列哪个选项是正确的天气描述？A. Sunny and warmB. Cloudy and coldC. Rainy and windy答案：A3. 以下哪个活动是今天下午计划进行的？A. 足球比赛B. 音乐会C. 电影之夜答案：C二、阅读理解（共30分）阅读下面的短文，然后回答问题。

Tom和Lily是好朋友，他们计划在周末去公园野餐。

Tom负责带食物，Lily则负责带饮料。

他们还邀请了他们的朋友Jack一起参加。

Jack喜欢踢足球，所以他打算带上足球去公园。

4. Tom和Lily计划去哪里？A. 电影院B. 公园C. 商场答案：B5. 谁负责带饮料？A. TomB. LilyC. Jack答案：B6. Jack打算在公园做什么？A. 踢足球B. 听音乐C. 画画答案：A三、词汇和语法（共20分）7. 下列哪个单词的意思是“晴朗的”？A. sunnyB. rainyC. cloudy答案：A8. 完成句子：I usually go to school _______ bus.A. byB. onC. in答案：A9. 选择正确的动词形式填空：She _______ (to) the storeyesterday.A. wentB. goesC. going答案：A四、写作（共30分）10. 写一篇短文，描述你上周末的活动。

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igcse考试题0580_w02_qp_1

Paris
Answer.……………….……… [3]
15 (a) Write down the values of 20 = ……. , 21 = ……. , 22 = ……. , 23 = ……. , 24 = ……. [2]
(b)
Change
5 49
to a decimal. Write down your full calculator display.
4
10 Complete this diagram accurately so that it has rotational symmetry of order 3 about the point O.
For Examiner's
Use
O
[2]
11 An athlete’s time for a race was 43 .78 seconds.
–3 £ n < 3.
List all the possible values of n.
Answer.……………….……… [2]
6 B
54° A
NOT TO SCALE
AB and AC are tangents to the circle,
centre O.
O
Angle BAC = 54°.
(a) Write down the size of angle ABO.
OCTOBER/NOVEMBER SESSION 2002
Candidates answer on the question paper. Additional materials:
Electronic calculator Geometrical instruments Mathematical tables (optional) Tracing paper (optional)

igcse physical试卷

igcse physical试卷标题：IGCSE Physical试卷引言概述：IGCSE Physical试卷是国际通用中学教育证书考试中的一项重要内容。

该试卷旨在考察学生对物理学基础知识的理解和应用能力。

本文将从以下五个大点阐述IGCSE Physical试卷的内容和要求，包括力学、热学、光学、电学和原子物理。

正文内容：1. 力学1.1 运动学：包括位移、速度、加速度等基本概念和公式。

1.2 力和运动：解释牛顿三定律、摩擦力、重力和弹力等概念。

1.3 动量和能量：讨论动量守恒和能量守恒原理，以及相关计算方法。

2. 热学2.1 温度和热量：介绍温度的测量和热量的传递方式。

2.2 热容和相变：解释热容和相变的概念，以及相关计算方法。

2.3 理想气体：讨论理想气体状态方程和气体定律。

3. 光学3.1 反射和折射：解释光的反射和折射规律，以及相关计算方法。

3.2 光的波动性：介绍光的波动性质和干涉、衍射现象。

3.3 光的光谱：讨论光的光谱分析和颜色形成原理。

4. 电学4.1 电荷和电场：解释电荷和电场的概念，以及库仑定律。

4.2 电流和电阻：介绍电流和电阻的概念，以及欧姆定律。

4.3 电磁感应和交流电：讨论电磁感应现象和交流电的特性。

5. 原子物理5.1 原子结构：介绍原子结构的基本组成和量子理论。

5.2 放射性衰变：解释放射性衰变和半衰期的概念。

5.3 核能和核反应：讨论核能的利用和核反应的概念。

总结：综上所述，IGCSE Physical试卷涵盖了力学、热学、光学、电学和原子物理等方面的知识。

学生需要掌握每个大点下的3-5个小点，包括基本概念、公式和计算方法。

通过这个试卷的考核，学生将能够全面了解物理学的基础知识，并运用于实际问题的解决中。

这对于培养学生的科学思维和解决问题的能力具有重要意义。

【最新】igcse试卷-精选word文档 (16页)

本文部分内容来自网络整理，本司不为其真实性负责，如有异议或侵权请及时联系，本司将立即删除！== 本文为word格式，下载后可方便编辑和修改！ ==igcse试卷篇一：201X年IGCSE数学考试题1. Solve the equation(9)cos x + ?(1 ? sin 2x) = 0, in the interval 0? ? x < 360?.12(1?x)2. (a) For the binomial expansion of , ?x? < 1, in ascending powers of x,(i) find the first four terms,(ii) write down the coefficient of xn.(2)?xnnx?2(1?x)n?1(b) Hence, show that, for ?x? < 1, = .(2)(a?1)x?x2(an?1)x??2(1?x)n?1(c) Prove that, for ?x? < 1, , where a is a constant.(4)?5n?1?3nn?12(d) Hence evaluate .(2)3. f(x) = x3 ? (k + 4)x + 2k, where k is a constant.(a) Show that, for all values of k, the curve with equation y = f(x) passes through the point (2, 0).(1)(b) Find the values of k for which the equation f(x) = 0 has exactly two distinct roots.(5)Given that k > 0, that the x-axis is a tangent to the curve with equation y = f(x), and that the line y = p intersects the curve in three distinct points,(c) find the set of values that p can take. (5) ?n4.y(0, 4)The circle, with centre C and radius r, touches the y-axis at (0, 4) and also touches the line with equation 4y ? 3x = 0, as shown in Fig.1.(a) (i) Find the value of r.(8)(b)(4)31??(ii) Show that arctan + 2 acrtan = 1 Figure 1 ?. The line with equation 4x + 3y = q, q > 12, is a tangent to the circle. Find the value of q. 1dy2?(1?t). dt5. (a) Given that y = ln [t + ?(1 +t2)],show that =(3)The curve C has parametric equations12?(1?t), y = ln [t + ?(1 + t2)], t ? ?. x = A student was asked to prove that, for t > 0, the gradient of the tangent to C is negative. The attempted proof was as follows:?1??t??y = ln ?x??tx?1???x??= ln= ln (tx + 1) ?ln xdy? dx tx?11xt?x = t1?= tx?1xt?(1?t2)(1?t2)t??(1?t2)= – = t??(1?t2) ? ? (1 + t2)dyAs (1 + t2) > 0, and t + ?(1 + t2) > 0 for t > 0, dx < 0 for t > 0.(b) (i) Identify the error in this attempt.(ii) Give a correct version of the proof.(6)(c) Prove that ln [?t + ?(1 + t2)] = ?ln [t + ?(1 + t2)].(3)(d) Deduce that C is symmetric about the x-axis and sketch the graph of C.(3)6. f(x) = x ? [x], x ? 0where [x] is the largest integer ? x.For example, f(3.7) = 3.7 ? 3 = 0.7; f(3) = 3 ? 3 = 0.(a) Sketch the graph of y = f(x) for 0 ? x < 4.(3)??f(x)dx(b) Find the value of p for which ?2= 0.18.(3)Given that 1g(x) = 1?kx,x ? 0,k > 0,and that x0 = is a root of the equation f(x) = g(x),(c) find the value of k. (2)p2(1)The root of f(x) = g(x) in the interval n < x < n + 1 is xn, where n is an integer.(e) Prove that2xn2 ? (2n ? 1)xn ? (n + 1) = 0. (d) Add a sketch of the graph of y = g(x) to your answer to part (a).(4)7. Triangle ABC, with BC = a, AC = b and AB = c is inscribed in a circle. Given that AB is a diameter of the circle and that a2, b2 and c2 are three consecutive terms of an arithmetic progression (arithmetic series),(a) express b and c in terms of a,(4)。

2024-2025学年上外版八年级物理下册阶段测试试卷63

2024-2025学年上外版八年级物理下册阶段测试试卷63考试试卷考试范围：全部知识点；考试时间：120分钟学校：______ 姓名：______ 班级：______ 考号：______总分栏题号一二三四五总分得分评卷人得分一、选择题(共9题，共18分)1、如图，分别用力F1、F2、F3拉起钩码，不计摩擦和绳重，下列说法正确的是（）A. F1较大B. F2较大C. F3较大D. 三个力一样大2、下列属于滑动摩擦的例子是（）A. 行进中的自行车的车轮与地面间的摩擦B. 静止在斜面上的物体与斜面间的摩擦C. 擦黑板时，黑板擦受到的摩擦D. 在地上滚动的圆木棒受到的摩擦3、下列关于弹簧测力计使用的说法，错误的是（）A. 每个弹簧测力计都有一个测量范围，被测力应小于这个范围B. 使用前必须先对弹簧测力计校零C. 弹簧测力计只能竖直放置，测竖直方向的力D. 弹簧测力计可以测不同方向的力4、“影”是生活中常见的光现象，如做光学游戏的“手影”、留下美好记忆照片的“摄影”、幻灯机射到屏幕上的“投影”、湖岸景色在水中形成的“倒影”等，如图，它们与物理知识对应关系正确的是[( <][) <]A.手影[− <]平面镜成像B.摄影[− <]光的反射C.投影[− <]凸透镜成像D.倒影[− <]光的折射5、下面能正确的描述冰的熔化过程的图象是（）A.B.C.D.6、如图所示的四种现象中，属于光的折射现象的是（）A.鸽子的影子B.桥在水中的倒影C.筷子“折断”了D.人在镜中的像7、在物理实验中，对物理量进行多次测量，有的是为了通过多次测量减小误差，有的是为了通过多次实验寻找规律，其中为了减少实验误差的是（）A. 在“测量小灯泡的电功率”时，测量多组对应的电压和电流值B. 在“测量定值电阻的阻值”时，测量多组对应的电压和电流值C. 在探究“电阻上的电流跟两端电压的关系”时测量多组对应的电流和电压值D. 在探究“串联电路各点间电压的关系”时测量多组对应的总电压和各部分电路两端的电压8、将一个质量为1kg、体积为0.8dm3的物体轻轻投入到足够深的水中，当物体静止时，物体所处的状态及所受浮力大小是（）A. 物体漂浮，浮力为10NB. 物体悬浮，浮力为8NC. 物体沉底，浮力为10ND. 物体沉底，浮力为8N9、很多同学知道自己的身高和体重，却不知道自己的体积，某同学身高160cm，体重50kg，他的体积约为（）A. 5m3B. 0.5m3C. 0.05m3D. 0.005m3评卷人得分二、填空题(共9题，共18分)10、图中，物体A的长度是cm．11、如果小桌对泡沫塑料的压力是[30N <]，当受力面积是[3m2 <]，每[m2 <]所受压力是 [N <]；即压强为 [Pa <]。

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