Cambridge IGCSE Science - Combined 0653 — 2005 Oct/Nov Paper 2 · Variant 1

Centre Number Candidate Number Name UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education COMBINED SCIENCE 0653/02 Paper 2 October/November 2005 1 hour 15 minutes 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 in the spaces provided on the Question Paper. You may use a soft pencil for any diagrams, graphs, tables or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all questions. The number of marks is given in brackets [ ] at the end of each question or part question. A copy of the Periodic Table is printed on page 20. For Examiner’s Use 1 2 3 4 5 6 7 8 9 Total This document consists of 19 printed pages and 1 blank page. IB05 11_0653_02/3RP  UCLES 2005 [Turn over If you have been given a label, look at the details. If any details are incorrect or missing, please fill in your correct details in the space given at the top of this page. Stick your personal label here, if provided. www.XtremePapers.com

2 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 1 A student was asked to prepare some copper sulphate crystals. The diagrams, P, Q and R, in Fig. 1.1 show three important steps in the method the student used. powdered copper carbonate dilute sulphuric acid P Q R heat Fig. 1.1 (a) (i) Complete the table, using the letters P, Q and R, to show the order in which these processes should be carried out to produce copper sulphate crystals. first second third [1] (ii) Suggest how the student made certain that all of the sulphuric acid had reacted. [1] (iii) State the chemical formula of sulphuric acid. [1] (iv) State and explain briefly which one of the elements in copper sulphate solution gives the solution its blue colour. [2]

3 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (b) The student then wrote a short plan of an experiment to produce some metallic copper from the copper sulphate solution that she had made. Fill in the spaces in her plan using words chosen from the list. anode cathode electrodes electrolysis electrolyte neutralisation thermal decomposition The method I will use is called . In this method, two must be dipped into the copper sulphate solution. Copper metal will form on the surface of the . In this experiment, copper sulphate solution is called the . [4]

4 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 2 (a) A radioactive source emits alpha radiation. Name the apparatus you would use to detect the radiation emitted. [1] (b) Alpha radiation is described as ionising radiation. (i) Explain the meaning of the term ionising radiation. [1] (ii) Explain why alpha radiation can be harmful to living organisms. [1] (c) Alpha, beta and gamma radiations have different properties. Draw lines between the boxes below to link each type of radiation to its properties. alpha beta gamma • no charge • partly stopped by 2 cm of lead • negative charge • stopped by 2 cm of lead • positive charge • stopped by 6 cm of air properties radiation [2]

5 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (d) Electricity can be generated by nuclear fission. (i) Describe what happens to an atom during nuclear fission. [2] (ii) Energy from nuclear fission can be converted into electrical energy. The first stage of this is the conversion of nuclear energy into heat energy. Naming the equipment involved describe how the heat energy is then converted into electrical energy. [3]

6 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 3 Racing cyclists train hard to be good at their sport, and eat a carefully planned diet. (a) A cyclist is a living organism, but a bicycle is not. State two characteristic activities of a living organism such as a cyclist, that are not shared by a bicycle. 1. 2. [2] (b) Professional cyclists eat a diet rich in carbohydrates and proteins. State how each of these types of nutrients helps a cyclist to be good at this sport. carbohydrates proteins [2]

7 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (c) Some professional cyclists who have taken part in international competition have carried out a procedure called blood doping. Anyone who is found to have done this is now disqualified. Blood doping involves putting extra red blood cells into the cyclist’s blood. Table 3.1 shows how this affects the cyclist’s blood and ability to exercise. Table 3.1 before blood doping after blood doping concentration of haemoglobin in the blood / g per cm3 14 18 length of time the cyclist could run on a treadmill at top speed / seconds 793 918 (i) What effect does blood doping have on the concentration of haemoglobin in the blood? [1] (ii) Explain why blood doping has this effect. [2] (iii) Using the information in Table 3.1, and your own knowledge, suggest how blood doping can help a cyclist to win a race. [3]

8 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 4 The chemical symbols for two elements are shown below. Zn 65 30 O 16 8 (a) Complete the table which refers to one atom of each element. element number of protons number of neutrons number of electrons zinc oxygen [3] (b) The apparatus shown in Fig. 4.1 was used to burn zinc powder in oxygen. burning zinc powder oxygen gas jar Fig. 4.1 When the reaction had finished, a white solid, X, remained in the gas jar. (i) Name the white solid X. [1] (ii) Name the type of chemical reaction in which X is formed. [1] (iii) Explain why the mass of product X is greater than the original mass of zinc used in the experiment. [1]

9 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (c) Some types of steel fence are galvanised in order to prevent the steel from rusting. (i) Explain briefly what is meant by the term galvanised. [1] (ii) Galvanising protects the steel from reacting with substances that cause rusting. Name two of these substances. 1. 2. [2]

10 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 5 Fig. 5.1 shows a caterpillar crawling across a large leaf. The caterpillar is moving at a speed of 1 mm / s. Fig. 5.1 A student measured this speed by measuring the distance covered by the caterpillar during one minute. (a) State a suitable piece of apparatus to measure (i) the distance moved, [1] (ii) the time taken. [1] (b) If the caterpillar is moving at a constant speed, calculate how far the caterpillar will travel in one minute. Show your working and state the formula that you use. formula used working mm [2]

11 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (c) Fig. 5.2 is a graph showing the speed of the caterpillar measured over 300 seconds. 4 3 2 1 0 0 50 100 150 time / s speed / mm per s 200 250 300 A B C D E F Fig. 5.2 (i) How can you tell that the caterpillar is moving at a constant speed between A and B? [1] (ii) After how many seconds does the caterpillar stop moving? [1] (iii) Between which times is the caterpillar accelerating? Explain your answer. [2]

12 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 6 (a) Fig. 6.1 shows a section through a leaf. X Y Fig. 6.1 (i) On Fig. 6.1 draw an arrow to show how carbon dioxide travels to cell X. [1] (ii) Describe and explain one way in which cell X is adapted for photosynthesis. [2] (iii) In hot, dry weather the pore labelled Y closes. Suggest how this helps the plant to survive. [2]

13 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (b) The leaves of tomato plants are sometimes eaten by insect pests. Fig. 6.2 shows some of the ways in which the tomato plants and insects both contribute to the carbon cycle. carbon dioxide in air tomato plants insects decomposers feeding photosynthesis respiration death death Fig. 6.2 (i) On the diagram, draw and label two more arrows to show how carbon dioxide is returned to the air. [2] (ii) Using the information on Fig. 6.2, explain why destroying the plants on large areas of the Earth could contribute to global warming. [3]

14 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 7 Petroleum (crude oil) is obtained from the Earth’s crust, and is the raw material for liquid fuel used in cars. OIL air petroleum refining liquid fuel (a) Name the process used at an oil refinery to separate petroleum into useful materials, such as gasoline and diesel for use as fuel for cars. [1] (b) Petroleum contains some compounds containing sulphur. (i) Name three compounds which would be produced by the complete combustion of gasoline that contained some sulphur compounds. 1. 2. 3. [3] (ii) Explain why it is important that sulphur compounds are removed from gasoline before it is used as a fuel for cars. [2]

15 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (c) Fig. 7.1 shows a catalytic converter on a car. This device contains a metal catalyst. When exhaust gases from the car’s engine pass through the converter, chemical reactions take place which reduce the amount of poisonous gases released into the air. catalytic converter exhaust gases released into the air air and gasoline (fuel) Fig. 7.1 (i) Explain the meaning of the term catalyst. [2] (ii) Suggest from which section of the Periodic Table the elements used to make the catalyst should be chosen. [1]

16 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 8 (a) A student set up the circuit shown in Fig. 8.1. + – + – lamp A lamp B Fig. 8.1 Redraw this diagram as a circuit diagram using the correct electrical symbols. [3] (b) The student noticed that neither lamp A nor lamp B lit up. She found nothing wrong with lamp A, but the filament in lamp B was broken. (i) Explain why lamp A did not light up. [1] (ii) She replaced lamp B with a new lamp. The resistance of each lamp was 4 ohms when lit. Calculate the combined resistance of both lamps in the working circuit. ohms [1]

17 © UCLES 2005 0653/02/O/N/05 [Turn over For Examiner's Use (c) Electricity can be generated by many methods, including the use of solar energy. (i) State one non-renewable fuel that is used to generate electricity. [1] (ii) Name the process that produces energy within the Sun. [1] (iii) Energy is transferred from the Sun to the Earth by radiation. Explain why energy cannot be transferred from the Sun to the Earth by conduction. [1]

18 © UCLES 2005 0653/02/O/N/05 For Examiner's Use 9 (a) Fig. 9.1 shows the male reproductive system. B A C Fig. 9.1 (i) Name the part labelled A. A [1] (ii) State the functions of parts B and C. B C [2] (b) Some organisms are able to reproduce both asexually and sexually. (i) Describe the differences between asexual reproduction and sexual reproduction. [2] (ii) Describe one way in which a plant reproduces asexually. [2]

19 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 University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. 0653/02/O/N/05 BLANK PAGE

20 © UCLES 2005 0653/02/O/N/05 Group 140 Ce Cerium 58 141 Pr Praseodymium 59 144 Nd Neodymium 60 Pm Promethium 61 150 Sm Samarium 62 152 Eu Europium 63 157 Gd Gadolinium 64 159 Tb Terbium 65 162 Dy Dysprosium 66 165 Ho Holmium 67 167 Er Erbium 68 169 Tm Thulium 69 173 Yb Ytterbium 70 175 Lu Lutetium 71 232 Th Thorium 90 Pa Protactinium 91 238 U Uranium 92 Np Neptunium 93 Pu Plutonium 94 Am Americium 95 Cm Curium 96 Bk Berkelium 97 Cf Californium 98 Es Einsteinium 99 Fm Fermium 100 Md Mendelevium 101 No Nobelium 102 Lr Lawrencium 103 1 H Hydrogen 1 7 Li Lithium 3 23 Na Sodium 11 24 Mg Magnesium 12 40 Ca Calcium 20 45 Sc Scandium 21 48 Ti Titanium 22 51 V Vanadium 23 52 Cr Chromium 24 55 Mn Manganese 25 56 Fe Iron 26 59 Co Cobalt 27 59 Ni Nickel 28 64 Cu Copper 29 65 Zn Zinc 30 70 Ga Gallium 31 27 Al Aluminium 13 11 B Boron 5 12 C Carbon 6 14 N Nitrogen 7 16 O Oxygen 8 19 F Fluorine 9 28 Si Silicon 14 31 P Phosphorus 15 32 S Sulphur 16 35.5 Cl Chlorine 17 40 Ar Argon 18 20 Ne Neon 10 4 He Helium 2 73 Ge Germanium 32 75 As Arsenic 33 79 Se Selenium 34 80 Br Bromine 35 84 Kr Krypton 36 39 K Potassium 19 88 Sr Strontium 38 89 Y Yttrium 39 91 Zr Zirconium 40 93 Nb Niobium 41 96 Mo Molybdenum 42 Tc Technetium 43 101 Ru Ruthenium 44 103 Rh Rhodium 45 106 Pd Palladium 46 108 Ag Silver 47 112 Cd Cadmium 48 115 In Indium 49 119 Sn Tin 50 122 Sb Antimony 51 128 Te Tellurium 52 127 I Iodine 53 131 Xe Xenon 54 137 Ba Barium 56 139 La Lanthanum 57 * 178 Hf Hafnium 72 181 Ta Tantalum 73 184 W Tungsten 74 186 Re Rhenium 75 190 Os Osmium 76 192 Ir Iridium 77 195 Pt Platinum 78 197 Au Gold 79 201 Hg Mercury 80 204 Tl Thallium 81 207 Pb Lead 82 209 Bi Bismuth 83 Po Polonium 84 At Astatine 85 Rn Radon 86 Fr Francium 87 227 Ac Actinium 89 9 Be Beryllium 4 I II III IV V VI VII 0 85 Rb Rubidium 37 133 Cs Caesium 55 226 Ra Radium 88 The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.). a X b a = relative atomic mass X = atomic symbol b = proton (atomic) number Key *58-71 Lanthanoid series 90-103 Actinoid series DATA SHEET The Periodic Table of the Elements

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the November 2005 question paper 0653/02 COMBINED SCIENCE 0653/02 Paper 2, maximum mark 80 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. • CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 1 Mark Scheme Syllabus Paper IGCSE – November 2005 0653 2 © University of Cambridge International Examinations 2005 1 (a) (i) R P Q; [1] (ii) add excess copper carbonate/of the powder/solid remains on bottom of beaker/no more gas produced when solid added/reference to pH 7 /reference to temperature no longer rises; [1] (iii) H2SO4 ; [1] (iv) copper; is a transition metal/transition metals have coloured compounds; [2] (b) electrolysis electrodes cathode electrolyte; ; ; ; [4] Total [9] 2 (a) Geiger counter/Geiger Muller tube; [1] (b) (i) causes electrons to be lost from atoms; [1] (ii) cells can mutate; DNA damaged; atoms in cells ionised; max [1] (c) radiation properties •no charge •partly stopped by 2 cm of lead alpha beta •negative charge •stopped by 2 cm of lead gamma •positive charge •stopped by 6 cm of air [2]

Page 2 Mark Scheme Syllabus Paper IGCSE – November 2005 0653 2 © University of Cambridge International Examinations 2005 (d) (i) splitting; of nucleus; [2] (ii) heat energy turns water into steam; steam drives turbine; turbine drives generator; [3] Total [10] 3 (a) respiration; nutrition; excretion; growth; sensitivity; reproduction; ability to move himself; max [2] (b) provide energy; for making more cells/building muscles; [1] [1] (c) (i) it increases it; [1] (ii) it adds red cells (to the person’s blood); red cells contain haemoglobin; max [2] (iii) more haemoglobin means more oxygen can be carried; so cells get more oxygen; cells can respire faster; cells/muscles, get more energy; cyclist can, cycle faster/cycle (quickly) for longer; max [3] Total [10] 4 (a) 30 35 30 8 8 8 ; ; ; one mark for each column [3] (b) (i) zinc oxide; [1] (ii) oxidation/combustion; (allow redox) [1] (iii) oxygen has joined with the zinc/zinc oxide is combined mass of oxygen and zinc/other reasonable; [1]

Page 3 Mark Scheme Syllabus Paper IGCSE – November 2005 0653 2 © University of Cambridge International Examinations 2005 (c) (i) application of a layer of zinc to the steel; [1] (ii) oxygen; water; [2] Total [9] 5 (a) (i) metre stick/metre ruler/ruler (marked in millimeters); [1] (ii) stopwatch; [1] (b) distance = speed x time = 60 x 1; = 60 mm; [2] (c) (i) line is horizontal; [1] (ii) 250 s; [1] (iii) B to C/100 to 150 seconds (from start); speed is increasing/line goes up; [2] Total [8] 6 (a) (i) arrow through stomata and air space to X; [1] (ii) it has chloroplasts; which absorb sunlight; it is close to the (upper) surface of the leaf; so gets more sunlight; max [2] (iii) stops it dehydrating; prevents water loss; by transpiration; max [2] (b) (i) arrow from plants to air labelled respiration; arrow from decomposers to air labelled, respiration/decomposition; [2] (ii) less photosynthesis; less carbon dioxide removed from air; carbon dioxide in air increases; increases greenhouse effect/description; max [3] Total [10]

Page 4 Mark Scheme Syllabus Paper IGCSE – November 2005 0653 2 © University of Cambridge International Examinations 2005 7 (a) fractional distillation; both words required [1] (b) (i) carbon dioxide; water (vapour); sulphur dioxide; [3] (ii) sulphur dioxide pollutes the atmosphere/forms acid rain; reference to harmful effects of the gas by inhalation/reference to harmful effects of acid rain; [2] (c) (i) substance which speeds up a reaction; but is unchanged by the reaction/owtte; [2] (ii) transition metals/elements; [1] Total [9] 8 (a) correct symbols; in series; [3] (b) (i) not a complete circuit; [1] (ii) 8 Ω; [1] (c) (i) coal/oil/gas/nuclear; [1] (ii) (nuclear) fusion; [1] (iii) needs a medium/material/air; [1] Total [8] 9 (a) (i) A urethra; [1] (ii) B stores urine; C makes sperm; [2] (b) (i) asexual has one parent/sexual may have one or two; asexual all offspring are identical/sexual they are different; genetically identical/genetically different; sexual involves, gametes/fertilisation, or asexual does not; max [2]

Page 5 Mark Scheme Syllabus Paper IGCSE – November 2005 0653 2 © University of Cambridge International Examinations 2005 (ii) appropriate method named or described; some detail of this method; [2] for example by runners/new stems growing out; grow roots into the ground; Total [7]