Cambridge IGCSE Physical Science 0652 — 2009 Oct/Nov Paper 6 · Variant 1

This document consists of 19 printed pages and 5 blank pages. IB09 11_0652_06/2RP © UCLES 2009 [Turn over *1875464183* For Examiner's Use 1 2 3 4 5 6 Total UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education PHYSICAL SCIENCE 0652/06 Paper 6 Alternative to Practical October/November 2009 1 hour Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams or graphs. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. 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. www.XtremePapers.com

2 © UCLES 2009 0652/06/O/N/09 For Examiner's Use 1 A student has found three automobile lamps at the scrap yard. The student finds some printing on the lamps, and copies this into Fig. 1.1. lamp what is printed on the lamp 1 24 V 36 W 2 12 V 18 W 3 6 V 18 W Fig. 1.1 He wants to compare the resistances of the three lamps using the circuit shown in Fig. 1.2. A V power source 12 V lamp holder and lamp Fig. 1.2 switch • The student inserts lamp 1 into the lampholder. • He closes the switch. • He reads the voltmeter and ammeter and records the readings in Fig. 1.3. • He repeats the experiment using lamp 2. lamp voltmeter reading / V ammeter reading / A brightness of the lamp 1 11.9 0.72 dim 2 bright Fig. 1.3

3 © UCLES 2009 0652/06/O/N/09 [Turn over For Examiner's Use (a) The ammeter and voltmeter readings for lamp 2 are shown in Fig. 1.4. Record the readings in Fig. 1.3. [2] 10 20 0 1.0 2.0 0 V A Fig. 1.4 (b) The student wants to use the equation V = IR to find the resistance of the lamps 1 and 2. (i) Rearrange the equation V = IR. R = [1] (ii) Calculate the resistance of lamp 1 using the data from Fig. 1.3. resistance of lamp 1 = ohms [1] (iii) Calculate the resistance of lamp 2 using the data from Fig. 1.3. resistance of lamp 2 = ohms [1]

4 © UCLES 2009 0652/06/O/N/09 For Examiner's Use (c) The student repeats the experiment with lamp 3. He fixes the lamp in the lampholder and closes the switch. The lamp glows brightly for a short time and then the ammeter reading falls to 0. Use data from Fig. 1.1 and 1.3 to help you to explain what happened to lamp 3 when the student used it in the circuit. [2] (d) (i) Use data from Fig. 1.1 and Fig. 1.3 to suggest a reason why lamp 1 gave only a dim light. [1] (ii) Calculate the power in watts of lamp 2, using data from Fig. 1.3. power of lamp 2 = watts [2]

5 0652/06/O/N/09 [Turn over BLANK PAGE Please turn over for Question 2.

6 © UCLES 2009 0652/06/O/N/09 For Examiner's Use 2 Potassium manganate(VII) (potassium permanganate) is a dark crystalline substance. Its solution in water is dark purple. Potassium permanganate solution reacts with solution X. When the reaction is complete the purple colour disappears. A student uses a dropping pipette and solution X to find out which one of three potassium permanganate solutions, A, B or C is the most concentrated. The apparatus is shown in Fig. 2.1. A B C potassium permanganate solutions 10 5 dropping pipette solution solution X solution X Fig. 2.1 Procedure • She measures out some of solution A and pours it into a test-tube. • She fills the dropping pipette with solution X. • She adds solution X drop by drop to solution A, counting the drops, until the reaction has finished. • She records the number of drops added in Fig. 2.2. • She repeats the experiment using solutions B and C. solution number of drops used A 15 B 24 C 18 Fig. 2.2

7 © UCLES 2009 0652/06/O/N/09 [Turn over For Examiner's Use (a) (i) What must the student do to make a fair comparison between the three solutions A, B and C? [1] (ii) How will she make sure that all the reacting particles come into contact with each other when the drops are added ? [1] (iii) How will she know when to stop adding the drops of solution X? [1] (iv) Which is the most concentrated of the solutions, A, B or C? [1] (b) Suggest a way, using the apparatus in Fig. 2.1, of finding the accurate volume of one drop of liquid from the teat pipette. [2] (c) The student carries out tests on solution X. She writes the results in Fig. 2.3. Complete Fig. 2.3. test observation conclusion (i) To 2 cm3 of solution X, add a few drops of dilute hydrochloric acid followed by aqueous barium chloride. [1] solution X contains sulfate ions (ii) To 2 cm3 of solution X, add aqueous sodium hydroxide until no further change occurs. [1] solution X contains iron(II) ions Fig. 2.3

8 © UCLES 2009 0652/06/O/N/09 For Examiner's Use The student wants to discover the product of the reaction of solution X with potassium permanganate. She places 2 cm3 of potassium permanganate solution in a test-tube. She adds dilute sulfuric acid. Then she carefully adds solution X drop by drop until the reaction is complete. To the mixture, she adds aqueous sodium hydroxide until no further change occurs. She observes a brown precipitate. (d) (i) Suggest the name of this brown precipitate. [1] (ii) What happens to the iron(II) ions when they react with potassium permanganate? [1]

9 0652/06/O/N/09 [Turn over BLANK PAGE Please turn over for Question 3.

10 © UCLES 2009 0652/06/O/N/09 For Examiner's Use 3 A student is investigating the path of a light ray through a parallel-sided glass block as shown in Fig. 3.1. Look at Fig. 3.1. pin A pin B pin C pin D Fig. 3.1 angle of incidence angle of refraction normal student’s eye paper sheet glass block • He places the glass block on a sheet of paper on top of a flat piece of soft wood. • He draws a line on the paper all round the glass block. • He places two upright pins, A and B, in a line, at an angle to the side of the block. • Then he looks through the glass block at the two pins. • When he sees the two pins A and B in line, he places pins C and D on his side of the block, in line with pins A and B. • He removes the glass block and draws the path of a ray of light through the block.

11 © UCLES 2009 0652/06/O/N/09 [Turn over For Examiner's Use Fig. 3.2 shows the piece of paper after the glass block has been removed. pin A pin B pin C pin D position of glass block paper sheet Fig. 3.2 student’s eye (a) (i) On Fig. 3.2, draw the path of a light ray that travels from pin A through the glass block into the student's eye. [1] (ii) Draw the normal where the incident ray enters the glass block. See Fig. 3.1. [1] (iii) On Fig. 3.2, label i, the angle of incidence, and r, the angle of refraction. [1] (iv) On Fig. 3.2, measure i, the angle of incidence and r, the angle of refraction to the nearest degree. Record them in the first line of Fig. 3.3, on page 12. [2] The student repeats the experiment, changing the angle of incidence each time, to give four more sets of readings. He records them in Fig. 3.3.

12 © UCLES 2009 0652/06/O/N/09 For Examiner's Use angle of incidence i / degrees angle of refraction r / degrees 38 24 46 28 54 32 63 35 Fig. 3.3 (b) On the graph grid provided, plot a graph of i (vertical axis) against r. Draw a smooth curve. Do not try to extend the line beyond the plotted points. [3]

13 © UCLES 2009 0652/06/O/N/09 [Turn over For Examiner's Use (c) Use your graph to determine the angle of incidence when the angle of refraction is 26º. Show how you do this on the graph. angle of incidence = degrees [2]

14 © UCLES 2009 0652/06/O/N/09 For Examiner's Use 4 The science class is doing experiments with Bunsen burners. The gas used in the burners is butane, C4H10. A student finds out that he can get three different types of flame using his Bunsen burner. These are shown in Fig. 4.1. flame A air-hole closed tall yellow flame flame B air-hole partly open tall blue flame Fig. 4.1 flame C air-hole fully open short blue flame (a) He holds a thin white card horizontally in each flame for about 5 seconds, as shown in Fig. 4.2. The results are shown in Fig. 4.3. card Fig. 4.2 flame A there is a black powder on the card flame B there is a partly-burned ring Fig. 4.3 flame C the card bursts into flames

15 © UCLES 2009 0652/06/O/N/09 [Turn over For Examiner's Use (i) Explain why black soot forms on the card in flame A. [2] (ii) Suggest why there is a partly-burned ring with an unburned centre, on the card that was held in flame B. [2] The teacher gives the student a sample of sodium nitrate crystals in a test-tube. The student heats the tube in each flame for 3 minutes, beginning with flame A. Fig. 4.4 shows the results. flame A crystals do not change flame B a liquid is formed flame C bubbles are given off Fig. 4.4 (b) Use one word in each case to suggest what happens to the sodium nitrate when it is heated. (i) In flame B, the sodium nitrate [1] (ii) In flame C, the sodium nitrate [1]

16 © UCLES 2009 0652/06/O/N/09 For Examiner's Use (c) The student thinks that oxygen is being given off from the sodium nitrate in flame C. Explain how he can show that the gas given off is oxygen. Give all necessary details of the test. [2] (d) The teacher asks the student to explain why flame C is hotter than the other flames. Suggest why flame C is the hottest. [2]

17 © UCLES 2009 0652/06/O/N/09 [Turn over For Examiner's Use 5 Two students want to find out how high they can hit a ball. While student a hits a ball as high as he can into the air, student B uses a stopclock. He starts the clock when the ball is hit and stops it when the ball hits the ground t seconds later. Then student B hits the ball and student A uses the stopclock. Fig. 5.1 shows how the ball moves through the air. ball is hit at time 0 ball hits the ground t seconds later maximum height, h Fig. 5.1 They record time t for each student's ball in Fig. 5.2. The students decide that the ball takes 2 t seconds to fall from the maximum height, h, to the ground. student A B time t / s time, 2 t , to fall from height h to the ground / s Fig. 5.2 (a) Fig. 5.3 shows the stopclock dials for each student's ball. (i) Read the dials and record the readings in Fig. 5.2. [1] (ii) Complete Fig. 5.2. [1] 0 30 15 45 student A 0 30 15 45 student B Fig. 5.3

18 © UCLES 2009 0652/06/O/N/09 For Examiner's Use The students know that the acceleration due to gravity, g, has a value of about 10 m / s2. They use this fact to draw a speed-time graph, shown in Fig. 5.4. This shows how the speed of the ball changes as it falls from the maximum height, h, to the ground. 0 1 2 3 4 5 50 40 30 20 10 0 speed m / s time of fall = / s t 2 X Fig. 5.4 (b) (i) On Fig. 5.4, Draw a vertical line for the time of fall of student A's ball so that it meets the line OX. [1] (ii) Find the distance travelled by student A's ball by calculating the area enclosed under the graph. This is equal to the maximum height, h, of the ball. maximum height of student A's ball = m [2] (iii) In the same way, find the maximum height of student B's ball. maximum height of student B's ball = m [2]

19 © UCLES 2009 0652/06/O/N/09 [Turn over For Examiner's Use (c) The ball was given energy by the student. Describe the energy changes by completing the paragraph below. The student's body used energy when hitting the ball. The ball gained energy when it was hit. At the maximum height h, the ball possessed energy. This was changed into energy just before the ball hit the ground. The energy was converted into energy and energy when the ball hit the ground. [3]

20 © UCLES 2009 0652/06/O/N/09 For Examiner's Use 6 A student investigated the reactions of the alkali metals lithium, sodium and potassium with cold water. • He took a piece of lithium out of the jar. • He wiped off the mineral oil. • He cut a small piece of lithium. • He placed the piece of lithium on the surface of water in a large container. See Fig. 6.1. • He wrote his observations in Fig. 6.2. • He repeated the experiment using sodium and potassium. piece of lithium cold water Fig. 6.1 alkali metal observations lithium The lithium floated and moved around on the surface. A fizzing was heard. The lithium did not melt. It took 30 seconds to react and disappear. sodium The sodium reacted more vigorously than the lithium. potassium The potassium reacted more vigorously than the sodium. Fig. 6.2 (a) Suggest two observations that the student could make to show that the sodium reacted more vigorously than the lithium. 1 2 [2] (b) Suggest one observation that the student could make to show that the potassium reacted more vigorously than the sodium. [1]

21 © UCLES 2009 0652/06/O/N/09 For Examiner's Use (c) The student thought that a gas was given off when lithium reacted with water. Draw a diagram of the apparatus he can use to react a piece of lithium with cold water and collect the gas given off. [2] (d) (i) Write a word equation for the reaction of sodium with cold water. [2] (ii) Describe tests that can be used to confirm the presence of the two products of the reaction in (d)(i), one test for each product. [3]

24 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. © UCLES 2009 0652/06/O/N/09 BLANK PAGE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2009 question paper for the guidance of teachers 0652 PHYSICAL SCIENCE 0652/06 Paper 6 (Alternative to Practical), maximum raw mark 60 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 must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2009 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0652 06 © UCLES 2009 1 (a) 11.5 V +/– 0.1 V (1) 1.55 A +/– 0.05 A (1) [2] (b) (i) R = V/I [1] (ii) 11.9/0.72 = 16.5 ohms (ecf from (a) and (b)(i)) [1] (iii) 11.5/1.55 = 7.4 ohms (ecf) [1] (if the correct method was used in (ii) and (iii) but calculation wrong, allow 1 mark total for (ii) and (iii)) (c) the filament melted/fused OWTTE (1) because the voltage was too high/resistance too low/current too great (1) [2] (d) (i) current was too low/the voltage was too low/resistance was too high [1] (ii) 11.5 × 1.55 = power in watts (1) = 17.8 W (1) (ecf) [2] [Total: 10] 2 (a) (i) use the same volume (amount) of solution each time [1] (ii) shake/stir/mix [1] (iii) the mixture becomes colourless/colour changes [1] (iv) solution B [1] (b) fill the pipette more than once and deliver into the measuring cylinder/ place in the cylinder enough liquid to be measured OWTTE (1) divide volume by the number of drops (1) [2] (c) (i) white/cloudy/milky/(precipitate) [1] (ii) (light) green (precipitate) [1] (d) (i) iron(III) hydroxide/ferric hydroxide (allow mark for correct formula Fe(OH)3) [1] (ii) iron(II) is oxidised/oxidation number increased/ changed to iron(III)/loses an electron [1] [Total: 10]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0652 06 © UCLES 2009 3 (a) (i) correct path drawn showing three straight lines, meeting at the boundaries of the glass block [1] (ii) line at right angle to block where line AB meets glass [1] (iii) i and r labelled correctly at change of direction of line (even if diagram not correct) [1] (iv) 30 degrees (1), 20 degrees (1) +/– 2 degrees (give marks for any labelled angles correctly measured) [2] (b) axes labelled and sensible scale chosen (1) points correctly plotted (allow one error) (1) smooth line drawn (1) (–1 mark if axes reversed) [3] (c) line or point shown on graph (1) 42° +/– 1 degree (depends on candidate’s graph) (1) [2] [Total: 10] 4 (a) (i) the black deposit is carbon (1) not enough oxygen/air for complete combustion OWTTE (1) [2] (ii) the centre of the flame contains gas that is not burning (1) but the outside ring of the flame scorches the paper OWTTE (1) [2] (b) (i) melts/liquefies [1] (ii) decomposes [1] (c) a glowing splint (1) rekindles OWTTE (1) [2] (d) there is enough air (oxygen) mixing with the butane for complete combustion/ to burn efficiently OWTTE (1) so more heat (energy) is given out OWTTE (1) [2] [Total: 10]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0652 06 © UCLES 2009 5 (a) (i) 5 s, 6 s (no tolerance) [1] (ii) 2.5 s, 3 s (no tolerance) [1] (b) (i) vertical line drawn at 2.5 s (may extend beyond diagonal) [1] (ii) correct calculation, e.g. 2.5 × 25/2 (1) = 31.25 m (1) (ecf) [2] (allow 1 mark for a sensible attempt at finding area, e.g. by counting or calculating the number of squares) (iii) 3 × 30/2 (1) = 45 m (ecf) (1) (allow 1 mark for counting or calculating the number of squares) [2] (c) chemical; kinetic; (gravitational) potential; kinetic; sound; heat 5 or 6 correct (3) 3 or 4 (2) 1 or 2 (1) [3] [Total: 10] 6 (a) sodium melted/formed into a ball/dissolved quicker/moved faster/ bubbled at a greater rate/small explosion at end/other sensible answer (any 2) [2] (b) flame appeared/exploded/smoke do not accept same answer as (a) [1] (c) reaction vessel e.g. test-tube with delivery tube (1) collection device e.g. over water, or syringe (1) [2] (d) (i) sodium + water → sodium hydroxide (1) + hydrogen (1) [2] accept correct symbol for either product (ii) sodium hydroxide: e.g. add (named) indicator (1) turns correct colour for named indicator (must match) (1) OR completely correct chemical test for the presence of alkali, e.g. reacts with ammonium salt to give ammonia which turns litmus blue hydrogen: pops with lighted splint (1) [3] [Total: 10]