Cambridge IGCSE Physical Science 0652 — 2011 Oct/Nov Paper 6 · Variant 2

This document consists of 18 printed pages and 2 blank pages. IB11 11_0652_62/5RP © UCLES 2011 [Turn over *1253230348* For Examiner's Use 1 2 3 4 5 6 Total UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education PHYSICAL SCIENCE 0652/62 Paper 6 Alternative to Practical October/November 2011 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.

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3 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use 1 The science teacher gives the students three pieces of rock of different kinds. Rock A is black, rock B is green and rock C is white. The rocks are shown in Fig. 1.1. rock A rock B rock C Fig. 1.1 The students use the data in Table 1.1 to try to identify the rocks. Table 1.1 name of rock composition colour density in g / cm3 basalt metal silicates black 3.0 coal mainly carbon black 1.3 gypsum calcium sulfate white 2.8 malachite copper carbonate green 3.8 marble calcium carbonate white 2.6 quartz silicon dioxide white 2.6 The students do the following to find the densities of rock A, rock B and rock C. • They weigh rock A to find its mass and record it in Table 1.2. • They fill a displacement can full of water and wait until no more water runs out of the spout. • They immerse rock A in the water and collect the displaced water in a measuring cylinder to find its volume. See Fig. 1.2. They record the volume in Table 1.2. • They repeat the experiment with rock B and C.

4 © UCLES 2011 0652/62/O/N/11 For Examiner's Use displacement can measuring cylinder water rock A support for displacement can spout displaced water Fig. 1.2 Table 1.2 rock mass / g volume of water displaced / cm3 density g / cm3 A 55.9 43 1.3 B C (a) The balance windows for the masses of rock B and C are shown in Fig. 1.3. Record the masses in Table 1.2. [2] 71 70 69 85 84 g mass of rock B g mass of rock C Fig.1.3 (b) The measuring cylinder scales for the volumes of water displaced by rocks B and C are shown in Fig. 1.4. Record the volumes in Table 1.2. [2] 40 30 cm3 20 volume of rock B 40 30 cm3 20 volume of rock C Fig.1.4

5 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use (c) (i) Calculate the density of rock B. Show how you calculate this value in the space below. density of rock B g / cm3 Record the density of rock B in Table 1.2. [1] (ii) Calculate the density of rock C. Show how you calculate this value in the space below. density of rock C g / cm3 Record the density of rock C in Table 1.2. [1] (d) (i) Use the information in Fig. 1.1 and Tables 1.1 and 1.2 to suggest the identity of rock A. Rock A is [1] (ii) Suggest an experiment that you could carry out to confirm the identity of rock A. [1] (e) Using the data in Tables 1.1 and 1.2, the students still cannot name rock C. Describe an experiment to decide the identity of rock C. State what you would do and give the results that you expect. [2]

6 © UCLES 2011 0652/62/O/N/11 For Examiner's Use 2 A student carries out the following tests on solid X, which contains two metal salts. Complete Table 2.1, which shows the tests on solid X and the student’s observations and conclusions. Table 2.1 test observation conclusion (a) Mix one spatula full of solid X with solid calcium hydroxide in a test-tube. Heat gently. (i) Test the gas with moist red litmus paper. [1] ammonia gas is given off (ii) Hold a glass rod dipped in concentrated hydrochloric acid in the gas. white smoke is formed. [1] (b) Prepare a dilute solution of X in distilled water. (i) To a portion of the solution of X, add dilute sodium hydroxide until there is no further reaction. [2] solid X contains zinc ions (ii) Acidify a fresh portion of the solution of X with dilute nitric acid, then add barium chloride solution. white precipitate [1] (iii) Acidify a fresh portion of the solution of X with dilute nitric acid, then add silver nitrate solution. Allow the tube to stand in bright sunlight. white precipitate which turns [1] [1]

7 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use (c) Suggest the names of two salts that may be contained in solid X. 1 2 [2] (d) Write a balanced symbol equation for the chemical reaction seen in test (a)(ii). [1]

8 © UCLES 2011 0652/62/O/N/11 For Examiner's Use 3 When a light ray passes through a rectangular glass block, the ray is displaced from its original path onto a new path. This is shown in Fig. 3.1. normal normal incident ray angle of incidence i rectangular glass block original path of incident ray d displacement new path of light ray Fig. 3.1 A student is doing an experiment to find out how the value of the displacement distance, d, varies with i, the angle of incidence. • He places a glass block on a sheet of paper and draws the outline of the block on it. • He shines a narrow beam of light through the glass block. • He marks the path of the incident ray on the paper. • He measures i, the angle of incidence, and records the value in Table 3.1. • He marks the new path of the light ray on the opposite side of the block. • He removes the glass block from the paper and extends the line showing the original path of the light ray. • He measures the displacement distance, d, shown in Fig. 3.1, to the nearest millimetre and records it in Table 3.1. • He repeats the experiment, each time using a different angle of incidence, and records the results in Table 3.1. Table 3.1 experiment number 1 2 3 4 5 angle of incidence, i / ° 15 28 46 77 displacement, d / mm 5 11 20 47

9 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use (a) Fig. 3.2 shows his diagram for experiment 4. angle i angle i width w glass block d displacement length l incident ray Fig. 3.2 (i) On Fig. 3.2, measure i, the angle of incidence, to the nearest degree. Record it in Table 3.1. [1] (ii) On Fig. 3.2, measure the displacement distance, d, in millimetres to the nearest millimetre, and record it in Table 3.1. [1] (iii) On Fig. 3.2, measure the length, l, and the width, w, of the glass block in millimetres to the nearest millimetre. l = mm w = mm [2]

10 © UCLES 2011 0652/62/O/N/11 For Examiner's Use (b) (i) On the graph grid provided, plot a graph of the displacement distance, d, (vertical axis) in millimetres against the angle of incidence, i. Use values of i from 0 to 90°, and values of d from 0 to 80 mm. Draw a smooth curve through the points and extend the line to the point i = 90°. [3] (ii) Use your graph to find the value of the displacement distance, d90, when the angle of incidence is 90°. Show how you do this on the graph. d90 = mm [2]

11 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use (c) Compare your answers to parts (a)(iii) and (b)(ii). Complete this sentence. “In theory, if the angle of incidence of a light ray passing through a rectangular glass block is equal to 90 degrees, the displacement distance is equal to the of the block.” [1]

12 © UCLES 2011 0652/62/O/N/11 For Examiner's Use 4 The science teacher is showing the class an experiment. She is using a steel ball and a runway as shown in Fig. 4.1. The runway consists of a 1 metre long sloping section (AB) and a 5 metre long horizontal section (BC). There is a smooth flexible hinge at point B. Contacts for an automatic timer are placed at point B and point C. 1 m 5 metres horizontal track protractor slope steel ball A B C Fig. 4.1 • Using a large protractor, the teacher sets the angle of the slope at 5 degrees. • She places the steel ball at point A and releases it. • The steel ball rolls down the slope and at point B the timer switches on automatically. • When the ball reaches point C the timer switches off. The teacher records the reading on the timer in Table 4.1. • She then changes the angle of the slope and repeats the experiment four more times. Table 4.1 experiment number angle of slope / degrees time taken from point B to point C / s 1 5 3.95 2 2.50 3 2.00 4 30 1.60 5 45 1.35 Fig. 4.2 shows the contacts of the automatic timer switch at point B. The timer starts when the circuit is completed. point B flexible metal contacts wires to digital timer from switch at point C 0:0000 timer Fig. 4.2

13 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use (a) Explain how the steel ball switches on the timer as it passes point B. [1] (b) Fig. 4.3 shows the protractor readings for the two missing values in Table 4.1. Read the protractors and record the angles in Table 4.1. [2] experiment 2 angle of slope 50° 90° 130° slope experiment 3 angle of slope 50° 90° 130° slope Fig. 4.3

14 © UCLES 2011 0652/62/O/N/11 For Examiner's Use (c) (i) On the graph grid below, plot the data from Table 4.1. Draw a smooth curve to join the points. 5 4 3 2 1 0 0 10 20 30 40 50 60 70 80 90 time / s angle of slope / degrees [2] (ii) Use the graph to suggest how long the steel ball will take to travel from point B to point C if the angle of slope is 70 degrees. Show how you do this on the graph. time taken = s [2] (d) What type of energy does the steel ball have when it is at (i) point A, [1] (ii) point B? [1] (e) Describe the motion of the ball as it travels from point A to point B. [1]

15 © UCLES 2011 0652/62/O/N/11 [Turn over BLANK PAGE Please turn over for Question 5.

16 © UCLES 2011 0652/62/O/N/11 For Examiner's Use 5 The science teacher has asked the class to plan an experiment to compare the amount of acid in an orange, a lemon and a grapefruit. The acid in these fruits is citric acid. The students have made a list of the steps in the experiment. • Cut the orange with a knife and squeeze out the juice. • Filter the juice and place it in a conical flask. • Add a few drops of indicator. • Add sodium hydroxide solution from a burette until the indicator changes colour. • Note the volume of sodium hydroxide solution used. • Repeat the steps above using a lemon and a grapefruit. (a) (i) Name an indicator suitable to use in this experiment and give its colours in acid and in alkali. name of indicator [1] colour in acid colour in alkali [1] (ii) Suggest the name of the salt formed when citric acid reacts with sodium hydroxide. [1] (b) The students carry out the experiment. Table 5.1 shows the results. Table 5.1 juice orange lemon grapefruit first burette reading / cm3 0 0.8 4.7 second reading / cm3 volume added / cm3

17 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use (i) Fig. 5.1 shows the burette scales for the second readings. Read the burette scales and record the results in Table 5.1. [3] 8 9 10 11 12 13 orange 21 22 23 24 25 26 lemon second readings of burette 15 16 17 18 19 20 grapefruit Fig. 5.1 (ii) Complete Table 5.1 to show the volumes of sodium hydroxide added. [1] (iii) List the three fruits in order of the amount of acid they contain, with the fruit containing the most acid first. 1 (most acid) 2 3 (least acid) [1] (c) Suggest two ways in which this experiment must be modified so that the concentration of acid in the fruit juices may be measured, assuming that the same kind of acid is contained in each fruit. 1 2 [2]

18 © UCLES 2011 0652/62/O/N/11 For Examiner's Use 6 The teacher is showing the class an apparatus for investigating the expansion of metals. A metal bar is heated to a known temperature to find the increase in its length. Fig. 6.1 shows the apparatus. 0 thermal sensor digital readout heater support zero adjuster pointer scale zinc bar Fig. 6.1 Fig. 6.2 shows how the pointer measures the increase in length of the bar. 0 1 2 cm scale 20 cm 2 cm pointer zero adjuster pivot balancing weight end of zinc bar Fig. 6.2 • The teacher places a zinc bar of length 20 centimetres on the supports. • He adjusts the pointer until the scale reads 0 cm. • He slowly heats the bar until the thermal sensor reads 300 °C. • He reads the position of the pointer on the scale and records it in Table 6.1. • He repeats the experiment with bars of three other metals. Table 6.1 metal zinc iron aluminium copper pointer reading / cm 1.8 expansion / mm

19 © UCLES 2011 0652/62/O/N/11 [Turn over For Examiner's Use (a) The pointer and scale for the metals iron, aluminium and copper are shown in Fig. 6.3. Read the scales. In Table 6.1, record the readings in centimetres to the nearest millimetre. [3] 0 1 2 cm pointer reading for iron bar 0 1 2 cm pointer reading for aluminium bar 0 1 2 cm pointer reading for copper bar Fig. 6.3 (b) (i) Explain why the expansion of the bar is found by dividing the pointer reading by 10. Use Fig. 6.2 to help you. [2] (ii) Calculate the expansion of the bars in millimetres and complete Table 6.1. [1] (c) Use the data in Table 6.1 and place the metals in order of the amount that they expanded. 1 (most expansion) 2 3 4 (least expansion) [1]

20 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 2011 0652/62/O/N/11 For Examiner's Use (d) Fig.6.4 shows atoms in a solid metal. Fig. 6.4 (i) Describe the motion of the atoms in a solid metal. You may draw on Fig. 6.4 to help your description. [1] (ii) Explain why heating the metal causes it to expand. [2]

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2011 question paper for the guidance of teachers 0652 PHYSICAL SCIENCE 0652/62 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. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the October/November 2011 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses.

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0652 62 © University of Cambridge International Examinations 2011 1 (a) 84.5 ; 70.2 ; (no tolerance) [2] (b) 22.5 ; 27.0 ; (no tolerance) [2] (c) (i) 84.5 / 22.5 = 3.8 (e.c.f.) ; [1] (ii) 70.2 / 27.0 = 2.6 (e.c.f.) ; [1] (d) (i) rock A is coal ; [1] (ii) heat (burn) the coal, it ignites / gives off gas (vapour) / owtte ; [1] (e) add dilute (hydrochloric) (nitric) acid ; marble gives CO2, quartz does not (both necessary) ; [2] [Total: 10] 2 (a) (i) (litmus turns) blue ; [1] (ii) ammonium chloride ; allow (NH4Cl) [1] (b) (i) white precipitate ; dissolves (on adding more sodium hydroxide) ; (allow turns to a colourless solution) [2] (ii) sulfate (ions) ; (allow SO4 2–) [1] (iii) (precipitate) turns dark(er) (black etc.) ; chloride (ions) present ; (allow Cl–) [2] (c) either zinc sulfate ; ammonium chloride ; or zinc chloride ; ammonium sulfate ; [max 2] (d) NH3 + HCl → NH4Cl [1] [Total: 10]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0652 62 © University of Cambridge International Examinations 2011 3 (a) (i) 62 ° (± 1 degree) ; [1] (ii) 32 mm (± 1 mm) ; [1] (iii) l = 101 mm (± 1 mm) ; w = 60 mm (± 1 mm) ; [2] (b) (i) suitable scale chosen and at least 1 axis correctly labelled ; all points plotted ± 1 small square ; (allow 1 error) smooth curve drawn and extended to 90 ° ; [3] (ii) displacement distance shown on graph ; and measured 60 mm (or as candidate’s graph) ; [2] (c) ‘the width’ or ‘w’ ; [1] [Total: 10] 4 (a) the ball (is a metal and) conducts electricity when it passes between the contacts / owtte ; [1] (b) 12 ; 19 (degrees) ; (± 1 degree) [2] (c) (i) all points plotted correctly (± 0.05 s, 1 degree) ; smooth curve drawn ; [2] (ii) graph continued to 70 o ; read from graph approx. 1.2 s ; [2] (d) (i) (gravitational) potential ; [1] (ii) kinetic ; [1] (e) acceleration (accelerating) ; [1] [Total: 10]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2011 0652 62 © University of Cambridge International Examinations 2011 5 (a) (i) any suitable acid-base indicator. e.g. litmus, methyl orange, phenolphthalein ; (reject Universal Indicator but allow e.c.f. for correct colours) correct colours: in acid in alkali litmus red blue methyl orange red yellow phenolphthalein colourless red ; [2] (ii) sodium citrate ; [1] (b) (i) orange: 11.8 ; lemon: 24.3 ; grapefruit 17.4 ; (no tolerance) [3] (ii) 11.8, 23.5, 12.7 (e.c.f.) ; [1] (iii) lemon, grapefruit, orange ; [1] (c) measured / same volume of juice ; measured / known sodium hydroxide concentration ; [2] [Total: 10] 6 (a) 0.7 cm ; 1.4 cm ; 1.0 cm ; (no tolerance) [3] (b) (i) when the zero adjuster moves 1 (mm), the scale will move 10 (mm) ; the pointer arm is 10 times as long as the zero adjuster arm / height ; movement of pointer is 10 times larger / owtte ; [max 2] (ii) 1.8 mm, 0.7 mm, 1.4 mm, 1.0 mm. (3 or 4 correct) ; [1] (c) zinc, aluminium, copper, iron ; [1] (d) (i) they vibrate (but stay in the same place) ; [1] (ii) heat energy is given to the atoms ; they collide with each other more (with higher energy / more force) / push away (from each other) ; [2] [Total: 10]