Cambridge IGCSE Science - Combined 0653 — 2010 May/June Paper 2 · Variant 2

This document consists of 19 printed pages and 1 blank page. IB10 06_0653_22/4RP © UCLES 2010 [Turn over *4229813023* For Examiner's Use 1 2 3 4 5 6 7 8 9 Total UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education COMBINED SCIENCE 0653/22 Paper 2 (Core) May/June 2010 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. 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. DO NOT WRITE IN ANY BARCODES. Answer all questions. A copy of the Periodic Table is printed on page 20. 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 2010 0653/22/M/J/10 For Examiner's Use 1 (a) Circle the characteristics in the list below that are shared by all living organisms. excretion heartbeat photosynthesis sensitivity sight [2] (b) A student peeled a layer of cells from the inside of an onion bulb. She placed them in a drop of water on a microscope slide and covered them with a coverslip. Fig. 3.1 shows what she saw when viewing the cells through a microscope. Fig. 3.1 (i) The cells in Fig. 3.1 are all similar to each other. Give the name for a group of similar cells. [1] (ii) State two ways in which the cells in Fig. 3.1 differ from animal cells. 1 2 [2] (c) Onion cells often contain stores of starch. When a person eats an onion, the starch is digested. (i) Explain why nutrients such as starch must be digested before they can be used by the human body. [2]

3 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (ii) Outline the roles of each of the following in the digestion of starch. teeth enzymes [2]

4 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 2 The Periodic Table on page 20 shows the chemical elements in rows (left to right) and columns (up and down). (a) (i) A column of elements in the Periodic Table is called a group. What is a row of elements called? [1] (ii) State the chemical symbol of the element which has a proton (atomic) number of 32. [1] (b) Table 2.1 shows the uses of some elements. Complete the table by writing the names of elements chosen from the list into the correct boxes. aluminium carbon chlorine helium iron nitrogen sodium xenon Table 2.1 element use used to make food containers because it does not react with food used to sterilise drinking water because it kills harmful bacteria used in airships because it is an unreactive gas which is much less dense than air [3]

5 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (c) A teacher placed a small piece of potassium into a container filled with chlorine gas. She also mixed together some iron filings and sulfur powder. Fig. 2.1 shows what the class observed. clouds of particles made of a white solid container initially full of chlorine gas flames potassium added to chlorine iron filings added to sulfur the elements mix but no change is observed Fig. 2.1 (i) State two observations which showed that the elements potassium and chlorine were combining to form a compound. 1 2 [2] (ii) Suggest the word chemical equation for the reaction between potassium and chlorine. [1] (iii) Iron sulfide is a compound made of the elements iron and sulfur. Using this example, describe two ways in which a mixture of two elements differs from a compound of the elements. 1 2 [2]

6 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 3 (a) Fig. 3.1 shows an astronaut on a space walk. His space suit is designed to stop dangerous electromagnetic radiation from the Sun reaching the astronaut’s body. Fig. 3.1 (i) Name two types of electromagnetic radiation that can harm the body. 1 2 [2] (ii) State one way in which electromagnetic radiation can harm the body. [1] (b) Two astronauts are in a rocket being launched to the Moon. One of the astronauts has a mass of 96 kg. The gravitational field strength on the Moon is about one sixth of that on Earth. State the difference, if any, between (i) the mass of the astronaut on the Earth and on the Moon, [1] (ii) the weight of the astronaut on the Earth and on the Moon. [1]

7 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (c) The astronauts land on the Moon, which has no atmosphere. They use radio signals to talk to each other. Explain why sound waves need a medium, such as air, to travel through. [2] (d) A rock on the moon weighs 6 N. The astronaut lifts it up by 2 metres. Calculate the work done on the rock. State the formula that you use and show your working. formula working J [2]

8 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 4 (a) A student investigated the conditions needed for the germination of mustard seeds. Fig. 4.1 shows the apparatus at the start of his experiment. Tubes A to E were placed in the laboratory at room temperature. Tube E was placed in a freezer at – 4 ºC. seeds dry cotton wool moist cotton wool boiled water moist cotton wool black card oil A B C D E – 4 °C Fig. 4.1 (i) Which one of these factors should the student have kept the same for all of the tubes? Circle the correct answer. age of seeds amount of water temperature [1] (ii) After three days, the seeds in tubes B and D had germinated. The seeds in all the other tubes had not germinated. Use these results to deduce the conditions needed for the germination of mustard seeds. [3]

9 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (b) In a tropical rainforest, the trees often grow very closely together, which reduces the amount of light reaching the forest floor. The seeds of many species of rainforest trees will not germinate unless they get plenty of light. (i) Suggest why this is an advantage to the seedlings. [1] (ii) In a separate experiment the student used seeds of rainforest trees. State the tube in Fig. 4.1 in which the result would differ from those he obtained for mustard seeds. [1] (c) (i) Tropical rainforests have a very large number of different plant species. Suggest how this could lead to a high species diversity of animals in tropical rainforests. [2] (ii) When rainforests are cut down, species diversity is reduced. Explain how else cutting down rainforests may damage the environment. [3]

10 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 5 Some fuels are listed below. animal dung coal methane wood (a) (i) State one fuel from the list which is an example of a fossil fuel. Explain your answer. example of a fossil fuel explanation [2] (ii) The chemical formulae of some substances which can be used as fuels are shown below. C2H6O H2 CO C2H2 C Explain which one of these formulae represents one molecule of a hydrocarbon. [2] (b) At an oil refinery, useful products are separated from petroleum (crude oil). Complete the sentences by choosing terms from the list below. boiling points colours catalytic cracking filtration filtered fractional distillation heated stirred The process used to separate petroleum into useful products is called . In this process, petroleum is . Different products separate because they have different . [3]

11 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (c) A student suggested that when the liquid fuel ethanol is burned, carbon dioxide gas should be produced. Fig. 5.1 shows apparatus which he used to find out if this was true. solution X pump draws air and combustion products through apparatus ethanol is drawn up through the string ethanol glass funnel Fig. 5.1 (i) Solution X is used to test for carbon dioxide. Name solution X, and describe what would be observed if the combustion of ethanol does produce carbon dioxide. solution X observation [2] (ii) Explain why the combustion of ethanol is an example of an oxidation reaction. [1]

12 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 6 Fig. 6.1 shows a cube. 2 cm 2 cm 2 cm Fig. 6.1 (a) (i) Name a suitable piece of apparatus for measuring the length of the cube. [1] (ii) Calculate the volume of the cube. cm3 [1] (iii) The mass of the cube is 21.6 g. Calculate the density of the cube. State the formula that you use and show your working. formula working g / cm3 [2]

13 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (b) The solid cube is made up of very small particles. Fig. 6.2 shows their arrangement. Fig. 6.2 Complete the diagrams below to show the arrangement of particles in a liquid and in a gas. liquid gas [2] (c) (i) Explain, in terms of particles, why a solid expands when heated. [1] (ii) Describe one problem caused by a solid metal expanding when it gets hot. [2]

14 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 7 When magnesium metal reacts with dilute hydrochloric acid, a soluble salt and a gas are produced. (a) Complete the word chemical equation for the reaction between magnesium and hydrochloric acid. + hydrochloric acid magnesium + [2] (b) A student used the apparatus in Fig. 7.1 to investigate the rate of this reaction. piston moves out as gas enters the syringe 0.1 g magnesium gas syringe excess dilute hydrochloric acid bung side-arm test-tube Fig. 7.1 The student dropped the magnesium into the acid contained in the side-arm test-tube and put in the bung. A stopwatch was used to time how long it took for the gas syringe to fill with gas. The student carried out two experiments and the results are shown in Table 7.1. Table 7.1 experiment time taken to collect 100 cm3 of gas / seconds 1 45 2 31 (i) Explain how the results show that the rate of reaction in experiment 2 was higher than that in experiment 1. [1]

15 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (ii) Suggest two ways in which the rate of reaction between magnesium and dilute hydrochloric acid could be increased. 1 2 [2] (iii) Sodium is an alkali metal in Group 1 of the Periodic Table. Explain why the student must not attempt the experiment shown in Fig. 7.1 using sodium instead of magnesium. [2]

16 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 8 (a) A torch (flash light) contains two cells providing a total voltage of 3.0 V across the lamp. When the torch is lit, the current flowing through the lamp is 0.3 A. (i) Calculate the resistance of the lamp. State the formula that you use, show your working, and state the units of resistance. formula working [3] (ii) To measure the current through the lamp and the voltage across the lamp, the student set up the circuit in Fig. 8.1. Fig. 8.1 Write the letters A and V in the two circles on the diagram to show the correct positions of the ammeter (A) and voltmeter (V). [1]

17 © UCLES 2010 0653/22/M/J/10 [Turn over For Examiner's Use (b) Complete the sentences below to describe the energy changes which take place when the torch is used. Choose from the words given. chemical electrical heat kinetic light nuclear potential sound Energy is stored in the cells as energy. This is changed into energy which passes through the lamp. The useful energy output from the lamp is energy, but much energy is wasted as energy. [4]

18 © UCLES 2010 0653/22/M/J/10 For Examiner's Use 9 Fig. 9.1 shows a section through a human heart seen from the front. A B C D Fig. 9.1 (a) (i) The walls of the heart are made of cardiac muscle. Describe the function of the cardiac muscle in the heart. [2] (ii) State the name of the blood vessels that supply the cardiac muscle with oxygen. [1] (iii) Give the letters of the two labelled blood vessels in Fig. 9.1 that contain oxygenated blood. and [1] (b) Plants also have transport systems in which liquids flow through vessels. However, they do not have a heart. Instead, transpiration pulls water up through the plant. (i) Explain what is meant by the term transpiration. [2] (ii) Name the vessels through which water travels up a plant. [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 2010 0653/22/M/J/10 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 Sulfur 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 May/June 2010 question paper for the guidance of teachers 0653 COMBINED SCIENCE 0653/22 Paper 22 (Core Theory), maximum raw mark 80 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 May/June 2010 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 – May/June 2010 0653 22 © UCLES 2010 1 (a) excretion ; sensitivity ; [2] (b) (i) tissue ; [1] (ii) assume answer refers to onion cells they have cell walls ; they have, vacuoles / cell sap ; [2] (c) (i) nutrients must get through wall of alimentary canal ; ref. to absorption ; must be broken into small molecules to allow this to happen ; [max 2] (ii) (teeth) break down large pieces of food to small ones / increase surface area ; (enzymes) break down large molecules of food to small ones ; [2] [Total: 9] 2 (a) (i) period ; [1] (ii) Ge ; [1] (b) aluminium ; chlorine ; helium ; [3] (c) (i) flames / energy / heat / light given off ; white product / new substance formed ; chlorine colour disappears ; [max 2] (ii) potassium + chlorine → potassium chloride ; [1] (iii) sulfur and iron cannot be simplified / iron sulfide can be simplified ; sulfur and iron properties retained in mixture / iron sulfide has different properties (from iron and sulfur) ; proportions of iron and sulfur are fixed in iron sulfide / can be any proportions in mixture ; sulfur not joined to iron / only atoms of same type are bonded with each other ; colour ; [max 2] [Total: 10]

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0653 22 © UCLES 2010 3 (a) (i) IR / UV / X-rays / gamma / radio / microwave ;; [2] (one mark for any correct from list) (ii) damages eyes / cataracts / sunburn / cancer / brain damage ; [1] (b) (i) no difference ; [1] (ii) weight is 6 times greater on Earth (accept answers showing numbers) ; [1] (c) particle ; vibration ; [2] (d) work = force × distance ; = 6 × 2 = 12 J ; [2] [Total: 9] 4 (a) (i) age of seeds ; [1] (ii) water ; air / oxygen ; warm temperature ; any additional factors negate correct ones [3] (b) (i) (young plants / seedlings) will be able to photosynthesis / allows them to grow in a space / less competition with other trees ; [1] (ii) D ; [1] (c) (i) (different species of trees provide) many different habitats ; many different food sources ; [2] (ii) increased soil erosion ; because roots no longer hold soil in place ; because no leaf cover to stop rain hitting soil directly ; increased carbon dioxide in atmosphere ; because less photosynthesis ; if trees are burnt carbon dioxide released into the air ; decreased rainfall ; because less transpiration ; so less water vapour returned to the atmosphere ; (these are the answers I would expect them to be able to give, but accept others such as loss of soil fertility, silting of rivers and flooding) (candidate could get all 3 marks from one idea, or from 2 or 3 ideas) [max 3] [Total: 11]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0653 22 © UCLES 2010 5 (a) (i) coal / methane ; then one from: very long time period to form ; has required action of pressure / heat / bacterial action ; formed underground / under rocks / within the Earth ; [max 2] (ii) C2H2 ; hydrocarbons contain hydrogen and carbon only / are made from hydrogen and carbon ; [2] (b) fractional distillation ; heated ; boiling points ; [3] (c) (i) limewater ; turns cloudy / milky ; [2] (ii) ethanol reacts with / joins with oxygen ; [1] [Total: 10] 6 (a) (i) ruler / metre rule ; [1] (ii) 8 cm3 ; [1] (iii) density = mass / volume ; 21.6 / 8 = 2.7 g / cm3 ; [2] (b) liquid most particles touching and irregular arrangement ; gas – spaces between particles and irregular arrangement ; [2] (c) (i) particles slightly further apart – definitely not bigger! ; [1] (ii) problem; e.g. bridges expand in hot weather ; amplification; e.g. causes damage – leave gaps ; [2] [Total: 9]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0653 22 © UCLES 2010 7 (a) → magnesium chloride ; + hydrogen ; [2] (b) (i) (in experiment 2) it took a shorter time to collect the same volume / amount of gas / OWTTE ; [1] (ii) increase the temperature (of the acid) ; increase the concentration of the acid ; increase the surface area of the magnesium ; [max 2] (iii) reaction too fast / sodium too reactive ; reference to hazard / explosion / health and safety ; [2] [Total: 7] 8 (a) (i) resistance = PD/current ; = 3 / 0.3 = 10 ; Ω / ohms ; [3] (ii) ammeter and voltmeter correctly positioned ; [1] (b) chemical ; electrical ; light ; heat ; [4] [Total: 8] 9 (a) (i) contracts ; ref to pumping ; squeezes blood out of heart ; [max 2] (ii) coronary arteries ; [1] (iii) C and D ; [1] (b) (i) loss of water from leaves ; as water vapour ; [2] (ii) xylem ; [1] [Total: 7]