Cambridge IGCSE Science - Combined 0653 — 2014 May/June Paper 2 · Variant 2

This document consists of 26 printed pages and 2 blank pages. IB14 06_0653_22/4RP © UCLES 2014 [Turn over *1965514781* Cambridge International Examinations Cambridge International General Certificate of Secondary Education COMBINED SCIENCE 0653/22 Paper 2 (Core) May/June 2014 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 an HB pencil for any diagrams or graphs. 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. A copy of the Periodic Table is printed on page 28. 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.

2 © UCLES 2014 0653/22/M/J/14 1 (a) In many countries, vehicle speeds are measured by speed cameras to see if they are exceeding the speed limit. The camera takes two photographs of a vehicle after it passes the camera. Fig. 1.1 shows a moving van about to pass a speed camera. The van drives over lines painted on the road at 1 metre intervals. painted lines on the road Fig. 1.1 Fig. 1.2 shows the position of the van as the camera takes the first photograph. Fig. 1.3 shows the position of the van 0.2 seconds later, as the camera takes the second photograph. 1 m first photograph Fig. 1.2 0.2 seconds later Fig. 1.3 (i) State the distance travelled by the van between the first and second photograph. m [1]

3 © UCLES 2014 0653/22/M/J/14 [Turn over (ii) Show, by calculation, that the speed of the van is 25 m / s. State the formula that you use and show your working. formula working [2] (iii) The speed limit on this road is 80 km / h. Show, by calculation, that the van is breaking the speed limit when its speed is 25 m / s. There are 3600 seconds in 1 hour. Show your working. the speed of the van = km / h [2]

4 © UCLES 2014 0653/22/M/J/14 (b) The van enters a town where the speed limit is 50 km / h. The driver applies the brakes to slow down. (i) Complete Fig. 1.4 by drawing two arrows to show the forces acting to slow down the van. Label each arrow to show the name of the force acting. Fig. 1.4 [2] (ii) When the van slows down, it loses kinetic energy. State what happens to most of the kinetic energy that is lost. [1]

5 © UCLES 2014 0653/22/M/J/14 [Turn over Please turn over for Question 2.

6 © UCLES 2014 0653/22/M/J/14 2 Fig. 2.1 shows a water lily. The leaves of the water lily float on the surface of water. leaf surface of water under water Fig. 2.1 The water lily produces carbohydrates by photosynthesis. (a) Complete the following sentence. In photosynthesis, plants use light energy to produce sugar and from carbon dioxide and . [2] (b) Fig. 2.2 shows a cross-section of a small part of a water lily leaf as seen under the light microscope. stomata upper epidermis cell palisade cell spongy mesophyll cells air pockets lower epidermis cells Fig. 2.2 Suggest how the large size of the air pockets in the leaf adapts the water lily to its habitat. [1]

7 © UCLES 2014 0653/22/M/J/14 [Turn over (c) The stomata are found in the upper surface of the leaf of the water lily. Suggest why this is an advantage to the plant. [2] (d) The roots of most plants have root hair cells but water lily roots do not. Suggest why the roots of water lily plants do not need root hair cells. [2] (e) Some raw sewage is washed into the pond where the water lily is growing. Explain why this causes the fish in the pond to die. [3]

8 © UCLES 2014 0653/22/M/J/14 3 (a) Copper slowly corrodes in air, forming a thin black coating of copper oxide. Copper oxide is an insoluble base which can be removed by reacting it with acid. The reaction forms a blue solution. (i) State the type of compound formed when a base reacts with an acid. [1] (ii) Suggest an acid which could be used to produce copper chloride from copper oxide. [1] (b) A different compound of copper and oxygen exists. It is coloured red and contains twice as many copper atoms as oxygen atoms. Deduce the chemical formula of red copper oxide. [1] (c) The corrosion of iron is called rusting. (i) State the two substances which must be present to cause the rusting of iron. and [2] (ii) Describe a method of rust prevention and explain how it works. [2]

9 © UCLES 2014 0653/22/M/J/14 [Turn over Please turn over for Question 4.

10 © UCLES 2014 0653/22/M/J/14 4 (a) When muscles contract they use energy released from respiration. Complete the word equation for aerobic respiration. glucose + oxygen + [1] (b) Oxygen is brought to the muscle cells by the red blood cells. Fig. 4.1 shows a cross-section diagram of a red blood cell. X Y Fig. 4.1 Name the cell parts X and Y. X Y [2] (c) Starch is a good source of glucose for respiration. It must be digested by enzymes before it can be used. Explain fully why starch must be digested. [3]

11 © UCLES 2014 0653/22/M/J/14 [Turn over (d) A student does some exercise to find out if there is a relationship between type of exercise and pulse rate. She measures and records her pulse rate when resting. She performs one type of exercise then immediately measures her pulse rate again. She repeats this procedure for two more types of exercise. Each exercise is performed for the same length of time. She allows her pulse to return to the resting measurement between each exercise. Her results are shown in Table 4.1. Table 4.1 type of exercise pulse rate / beats per minute resting 74 walking slowly 87 walking quickly 116 running 163 State which exercise produced the greatest increase in pulse rate and calculate this increase. type of exercise increase in pulse rate = beats / minute [2] (e) Describe the trend shown by the results in Table 4.1. [2]

12 © UCLES 2014 0653/22/M/J/14 5 (a) (i) State one difference between the physical properties of metals and of non-metals. [1] (ii) Table 5.1 shows the elements of the third period of the Periodic Table. Table 5.1 Group I II III IV V VI VII 0 Na Mg Al Si P S Cl Ar Describe how the metallic character of these elements changes across the period. [1] (b) Table 5.2 shows the properties of some elements in Group I of the Periodic Table. Table 5.2 name of element melting point / °C reaction with water lithium 181 metal remains solid and a gas is given off sodium 98 metal melts and a gas is given off quickly potassium 64 metal melts and the gas given off catches fire (i) Complete the word equation for the reaction between sodium and water. sodium + water + [2] (ii) Describe the trends in the properties of the Group 1 elements shown in Table 5.2. [2]

13 © UCLES 2014 0653/22/M/J/14 [Turn over (c) When hot sodium is held in a gas jar of chlorine, it burns. Sodium chloride forms on the walls of the jar. The apparatus used is shown in Fig. 5.1. layer of sodium chloride powder sodium burning gas jar chlorine gas Fig. 5.1 Sodium chloride is an ionic compound made up of sodium ions, Na+, and chloride ions, Cl -. Describe how these ions are formed when sodium and chlorine atoms react. [2]

14 © UCLES 2014 0653/22/M/J/14 6 Fig. 6.1 shows a flower that reproduces by insect pollination. anther stigma petal Fig. 6.1 (a) Complete the paragraph using the words in the list. You may use the words once, more than once, or not at all. anther colour noise platform pollen sepal stigma The of the flower attracts an insect which lands on the provided by the petal. The insect enters the flower to feed from the nectar and at the same time pollen from the sticks to its body. When the insect goes to another flower the is placed on the . [5] (b) Fig. 6.2 shows a pollen grain from an insect-pollinated flower. Fig. 6.2 Suggest how the structure of this pollen grain adapts it for insect pollination. [1]

15 © UCLES 2014 0653/22/M/J/14 [Turn over Please turn over for Question 7.

16 © UCLES 2014 0653/22/M/J/14 7 Fig. 7.1 shows a solar-powered lantern. It uses photovoltaic (solar) cells which charge a battery during the day. Fig. 7.1 (a) When the lantern is switched on, the battery supplies a current to the lamp which emits light. Complete the circuit diagram for the circuit within the lantern that connects the battery to the switch and lamp. [1] (b) A larger model of the solar lantern has two lamps. A special switch enables the lamps to be connected to the battery either in series or in parallel. (i) The two lamps each have a resistance of 6 ohms when lit. State the combined resistance of the two lamps when connected in series. ohms [1] (ii) The lamps are now connected in parallel instead of in series. Describe the effect on the current taken from the battery. [1]

17 © UCLES 2014 0653/22/M/J/14 [Turn over (iii) State one advantage of using the lantern with the lamps connected in parallel. [1] (c) A man keeps a solar lantern ready in case his mains electricity supply fails. One night all the lights go out in his house, and he uses the lantern to investigate what has gone wrong. Fig. 7.2 shows what he finds: electrical cable Fig. 7.2 State the hazard you can see in this picture and explain why using this cable could be dangerous. hazard explanation [2] (d) Fig. 7.3 shows a different electrical hazard. extension lead adaptor mains plug Fig. 7.3 Describe how a fuse in the mains plug can provide protection from the hazard shown. [2]

18 © UCLES 2014 0653/22/M/J/14 8 Excess hydrochloric acid in the stomach can cause discomfort. Medicine containing magnesium carbonate can be used to ease this discomfort. (a) (i) Describe and explain the effect that magnesium carbonate has on the pH of the contents of the stomach. [2] (ii) Magnesium carbonate produces a gas when it reacts with hydrochloric acid. State the name of the gas and describe a test for it in the laboratory. name test [3]

19 © UCLES 2014 0653/22/M/J/14 [Turn over (b) Fig. 8.1 shows that medicine containing magnesium carbonate can be supplied as a tablet in different sizes. 1 g 0.5 g 0.5 g Fig. 8.1 Two students investigate the effect of tablet size on the rate of the chemical reaction between magnesium carbonate and dilute hydrochloric acid. The total volume of gas produced is measured at one minute intervals from the start of the reaction. Readings are taken for a total of 10 minutes. One student uses one 1 g tablet. The other student uses two 0.5 g tablets. Fig. 8.2 shows some of the apparatus used. acid tablet flask Fig. 8.2 Fig. 8.3 shows some of the other apparatus that is available. Fig. 8.3 Complete the diagram of the apparatus in Fig. 8.2 to suggest how the volume of gas produced is measured. You may wish to include some of the apparatus in Fig. 8.3. [2]

20 © UCLES 2014 0653/22/M/J/14 (c) The graph in Fig. 8.4 shows the results obtained by the student who uses one 1 g tablet of magnesium carbonate. volume of gas / cm3 1 g time / min 0 0 Fig. 8.4 (i) Using the axes in Fig. 8.4, sketch a graph to predict the results obtained by the student who uses two 0.5 g tablets. [1] Fig. 8.5 shows the label on the bottle of the medicine containing magnesium carbonate. FOR RELIEF OF EXCESS ACID Active ingredients: each tablet contains 1 g of magnesium carbonate Dosage: take 1 tablet every 2 hours as required The tablet should be chewed before swallowing Cumfy Tummy Fig. 8.5 (ii) Explain why the tablet should be chewed before swallowing. [2]

21 © UCLES 2014 0653/22/M/J/14 [Turn over (iii) Each student uses the same mass of medicine containing magnesium carbonate and the same volume of hydrochloric acid solution for his or her experiment. The acid used in both experiments is at the same temperature before the reactants are mixed. State what else must be kept the same in both experiments to ensure that this investigation is a fair test. Give a reason for your answer. [2]

22 © UCLES 2014 0653/22/M/J/14 9 Many modern houses in colder countries are designed to conserve energy. (a) Heat is lost from a house in many ways, through walls, doors, windows, roof and floor. (i) State the main way by which heat is lost through solid walls. [1] (ii) Fig. 9.1 shows how the outside walls of the house are constructed. The 5 cm air gap between bricks and concrete building blocks has been filled with sheets of expanded polystyrene. concrete building blocks expanded polystyrene sheets bricks Fig. 9.1 Suggest why expanded polystyrene sheets are placed between bricks and concrete building blocks. [2]

23 © UCLES 2014 0653/22/M/J/14 [Turn over (b) Fig. 9.2 shows graphs of the temperatures inside and outside the house over a 24 hour period. 25 20 15 10 5 0 00.00 03.00 06.00 09.00 12.00 time of day 15.00 18.00 21.00 24.00 temperature / °C inside house outside house Fig. 9.2 More heat is lost when the difference in temperature between inside and outside the house is greater. State the time of day at which heat loss from the house is greatest. [1] (c) On a hot summer day, the Sun warms the house and the temperature inside the house reaches 30 °C. (i) The people inside the house open the windows to cool the house. State the main process by which heat is now lost from the house. [1] (ii) The Sun heats the house by electromagnetic radiation. Fig. 9.3 shows the electromagnetic spectrum. In the correct blank box on Fig. 9.3, write a label to name the part of the spectrum that causes the Sun to heat the house. X-rays visible light microwaves Fig. 9.3 [2]

24 © UCLES 2014 0653/22/M/J/14 (d) Electricity for the house is partly supplied by a row of solar panels. Fig. 9.4 shows the solar panels facing the Sun. In front of the solar panels is a metal mirror. solar panels mirror rays from the Sun Fig. 9.4 Complete the diagram in Fig. 9.5 to show how the mirror increases the amount of the Sun’s rays reaching the solar panels when the Sun is setting. solar panels mirror rays from the Sun Fig. 9.5 [2] (e) The electrical output from the solar panels is called direct current and is similar to the current from a battery. For use in the house it has to be converted to a type of current called alternating current. Fig. 9.6 is a graph of current against time for the alternating current supplied to the house. The graph shows a wave form. current 0 time Fig. 9.6 (i) On Fig. 9.6 mark and label one complete wave. [1]

25 © UCLES 2014 0653/22/M/J/14 (ii) The wave which represents alternating current has a frequency of 50 Hz. Explain the meaning of the term frequency of 50 Hz. [1]

26 © UCLES 2014 0653/22/M/J/14 BLANK PAGE

27 © UCLES 2014 0653/22/M/J/14 BLANK PAGE

28 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 2014 0653/22/M/J/14 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

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2014 series 0653 COMBINED SCIENCE 0653/22 Paper 2 (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 should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0653 22 © Cambridge International Examinations 2014 1 (a) (i) 5 (m) ; [1] (ii) (speed =) distance / time ; = 5 / 0.2 /= 25 m / s ; [2] (iii) 25 m / s = 25 × 3600 = 90 000 m / hour ; 90 000 m / hour = 90 km / hour (which breaks speed limit of 80 km / h) ; [2] (b) (i) arrow pointing backwards, from van, labelled ‘friction (from brakes)’ ; arrow pointing backwards, from van, labelled ‘air resistance’ (owtte) ; [2] allow friction between tyre and the road (ii) converted to heat ; [1] [Total: 8] 2 (a) oxygen ; water ; [2] (b) aids buoyancy / helps it to float ; [1] (c) allows gaseous exchange ; lower surface would be under water ; [2] (d) root hairs increase surface area / enable more water to be absorbed / collected ; not needed as roots immersed in / surrounded by water ; [2] (e) bacteria (from sewage) ; used oxygen in pond ; lack of oxygen suffocated fish / fish died through lack of oxygen ; sewage is toxic ; [max 3] [Total: 10] 3 (a) (i) salt ; A water [1] (ii) hydrochloric acid ; [1] (b) Cu2O ; A Cu4O2 ; [1] (c) (i) oxygen / air ; water ; [2]

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0653 22 © Cambridge International Examinations 2014 (ii) paint / oil / plating / any other correct method ; A alloy to exclude oxygen / air / water / explanation matching method ; [2] [Total: 7] 4 (a) carbon dioxide and water ; (both needed, in any order) [1] (b) X cytoplasm ; Y cell membrane ; [2] (c) breaks down ; large / insoluble molecules ; into small / soluble molecules ; which can be absorbed ; [max 3] (d) running ; 89 ; Allow ecf from mpt 1 [2] (e) as the exercise became more vigorous / faster / harder ; The pulse (rate) increases ; [2] [Total: 10] 5 (a) (i) metal malleable, non-metal not malleable / brittle ; metal electrical conductor, non-metal insulator ; metal heat conductor, non-metal insulator ; metal ductile, non-metal not ductile ; metal lustrous / shiny, non-metal not lustrous / dull ; metal sonorous, non-metal not sonorous ; metal high density, non-metal low density ; [max 1] (ii) elements become less metallic from Group 1 to 0 / left to right / across the period ; [1] (b) (i) sodium hydroxide ; hydrogen ; [2] (any order) (ii) trend down the group is to lower melting point / other valid response ; trend down the group is to more vigorous reaction ; [2]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0653 22 © Cambridge International Examinations 2014 (c) sodium atom loses (one) electron ; chlorine atom gains (one) electron ; allow 2 marks for: (one) electron is transferred from the sodium atom to the chlorine atom [2] [Total: 8] 6 (a) colour ; platform ; anther ; pollen ; stigma ; [5] (b) rough / sculptured surface / aw ; will stick to insect’s body / stigma ; [max 1] [Total: 6] 7 (a) complete circuit, switch symbol, lamp symbol (all required) ; [1] (b) (i) 12 (ohms) ; [1] (ii) (current is) increased ; [1] (iii) lamps are brighter / if one lamp goes out, the other is still lit / owtte ; [1] (c) damaged insulation / unsafe insulation ; electric shock / overheating / fire / other reasonable danger ; [2] (d) overloaded socket / current too high / overheating / gets too hot ; fuse melts and breaks circuit ; [2] [Total: 8]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0653 22 © Cambridge International Examinations 2014 8 (a) (i) pH increases ; contents become less acidic ; [2] (ii) carbon dioxide ; limewater ; cloudy / milky ; [3] allow ecf from name of gas (b) practical arrangement for collecting gas ; calibrated apparatus used ; [2] (c) (i) steeper initial gradient with same final volume ; [1] (ii) greater surface area ; greater rate of reaction / starts working more quickly ; [2] (iii) concentration of acid / pH of acid ; greater concentration / lower pH causes greater rate of reaction ; OR same size of tablet(s) ; greater surface area causes greater rate of reaction ; [max 2] [Total 12] 9 (a) (i) conduction ; [1] (ii) increased insulation / expanded polystyrene is a good insulator / poor conductor of heat ; stops (heat loss by) convection of air in the gap ; [2] (b) 05.00 ; A 06.00 [1] (c) (i) convection ; [1] (ii) X-rays visible light infra-red microwaves infra-red ; correct place in spectrum ; [2]

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0653 22 © Cambridge International Examinations 2014 rays from the Sun (d) direct ray + ray reflected from mirror to solar panel ; angle of incidence = angle of reflection as judged reasonable by eye ; [2] (e) (i) one wave correctly marked and labelled (– example below) ; [1] (ii) 50 vibrations / oscillations (allow wavelengths) per second ; [1] [Total: 11] current one wavelength 0 time one wave