Cambridge IGCSE Sciences - Co-ordinated (Double) 0654 — 2007 May/June Paper 3 · Variant 1

This document consists of 20 printed pages. IB07 06_0654_03/3RP © UCLES 2007 [Turn over *3298779249* 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 CO-ORDINATED SCIENCES 0654/03 Paper 3 (Extended) May/June 2007 2 hours 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 2007 0654/03/M/J/07 For Examiner's Use 1 (a) Fig. 1.1 is a side view of the thorax during breathing out and breathing in. The lungs and heart are not shown. sternum intercostal muscles vertebrae diaphragm breathing out breathing in Fig. 1.1 (i) Describe how each of the following have changed between breathing out and breathing in. the intercostal muscles the diaphragm [2] (ii) Explain how the changes you have described help to draw air into the lungs. [3] (b) As air is drawn into the lungs, it flows through the trachea and bronchi. These are lined with a tissue containing goblet cells and ciliated cells. Explain how this tissue helps to prevent infections in the lungs. [2]

3 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (c) Describe the effects of smoking on (i) the goblet cells and cilia, [2] (ii) the alveoli in the lungs. [2]

4 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 2 In the nineteenth century, the Russian scientist Dimitri Mendeleev, arranged the known elements in order of the relative masses of their atoms. His work led to the modern Periodic Table that we use today. (a) (i) Explain why atoms of different elements have different masses. [1] (ii) Explain, in terms of electron configuration, why the element with proton number 36 is unreactive. [1] (iii) In the modern Periodic Table the elements with proton numbers 18 and 19 are not in order of their relative atomic masses. Suggest a reason for this. [1] (b) Magnesium reacts with dilute hydrochloric acid according to the equation below. Mg + 2HCl MgCl2 + H2 A student was asked to add 0.96 g of magnesium ribbon to 100 cm3 of dilute hydrochloric acid which had a concentration of 0.5 mol / dm3. (i) Calculate the number of moles of magnesium in 0.96 g. Show your working. [1] (ii) Calculate the number of moles of hydrochloric acid in 100 cm3 of a solution which has a concentration of 0.5 mol / dm3. Show your working. [1]

5 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (iii) Use the balanced equation for this reaction and your results from (i) and (ii) to predict whether there is enough acid to react with all of the magnesium. [2] (c) Fluorine is a halogen produced by electrolysis of an electrolyte containing fluoride ions, F –. There were many attempts to produce fluorine during the nineteenth century and several scientists were seriously harmed when they succeeded in making fluorine. They attempted to collect fluorine in containers made of gold or platinum and they kept the containers at a very low temperature. (i) State and explain at which electrode, cathode or anode, fluorine is produced during electrolysis. [2] (ii) Use your knowledge of the halogen group to suggest why fluorine caused harm to scientists who first produced it. [1] (iii) Suggest why the scientists attempting to produce fluorine used gold or platinum containers at a very low temperature. [2]

6 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 3 (a) A car of mass 1200 kg is travelling forward at a constant speed of 20 m / s. Fig. 3.1 shows the driving force and the frictional force acting on the car. driving force 800 N frictional force 800 N Fig. 3.1 (i) Calculate the work done by the driving force in 30 seconds. State the formula that you use and show your working. formula used working [3] (ii) Calculate the kinetic energy of the car travelling at 20 m / s. State the formula that you use and show your working. formula used working [2]

7 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (b) A pedestrian steps into the path of the moving car. Fig. 3.2 shows a graph of how the speed of the car changes from the moment when the driver sees the pedestrian until the car stops. 1 0 2 3 time / s 4 5 6 30 20 10 0 speed m / s Fig. 3.2 (i) After 1.2 s the car slows down. Calculate the deceleration of the car. State the formula that you use and show your working. formula used working [2] (ii) Calculate the total distance travelled by the car between the driver seeing the pedestrian and the car stopping. Show your working. [3]

8 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 4 An experiment was carried out into the effect of different doses of X-rays on the sperm cells produced by male fruit flies. Fig. 4.1 shows the results. 400 0 800 1200 1600 X-ray dosage / rads 2000 2400 2800 3200 percentage of sperms with mutations 20 18 16 14 12 10 8 6 4 2 0 × × × × × × × × Fig. 4.1 (a) State what is meant by a mutation. [1] (b) (i) Using Fig. 4.1, describe the effect of increasing the X-ray dosage on the percentage of mutated sperms. [2] (ii) Explain this effect. [2]

9 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (c) Fruit flies have four pairs of chromosomes in their cells. Some of the mutations in the experiment above involved the loss of one chromosome. If a fruit fly sperm that had lost one chromosome fertilised a normal egg, how many chromosomes would there be in the zygote? [1] (d) Explain why a mutation that occurs in a gamete-forming cell is more likely to be harmful than one that occurs elsewhere in a fruit fly’s body. [2] (e) Insects can be serious pests, for example by carrying disease or eating crops. Pesticides can be used to kill them, but many people are concerned about the harm that pesticides do and are trying other methods of controlling insect populations. One new method that is being tested is to expose a large number of male insects of a harmful species to X-rays and then release them into the wild. (i) Explain why people are concerned about the use of pesticides. [2] (ii) Suggest how the new method might reduce the population of the harmful insects. [2]

10 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 5 (a) Glucose and starch are carbohydrates. (i) The chemical formula of glucose is C6H12O6. State the total number of atoms which are combined in one molecule of glucose. [1] (ii) Explain why it is not possible to write a simple chemical formula for starch. [2] (b) Fig. 5.1 shows an experiment which was set up to investigate the action of a partially permeable membrane. A tube made from a partially permeable membrane was filled with iodine solution and placed into a beaker containing a mixture of glucose, starch and water. mixture of glucose, starch and water iodine solution tube made from partially permeable membrane Fig. 5.1 (i) Explain the following observations which were made some time later. The solution inside the tube gave a positive result with Benedict’s solution. The solution outside the tube became blue-black in colour. [4]

11 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (ii) Predict and explain whether the solution inside the tube became blue-black in colour. [2] (c) Plastics are materials made mainly from polymer molecules. Fig. 5.2 shows part of a polymer molecule. Molecules of this polymer are formed by addition polymerisation of an unsaturated monomer. C F F C F F C F F C F F C F F C F F C F F C F F Fig. 5.2 (i) Draw the displayed formula of one of the monomer molecules which have joined to form this polymer. [2] (ii) Two different plastics, A and B, were heated. Plastic A melted easily but plastic B did not melt even when heated to a very high temperature. Explain these observations. You may draw some simple diagrams to help your answer. [3]

12 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 6 Fig. 6.1 shows a circuit containing four ammeters, A1, A2, A3 and A4. A2 A1 V A4 A3 40 Ω 60 Ω Fig. 6.1 Table 6.1 shows the readings on each ammeter. Table 6.1 ammeter reading on ammeter / amps A1 A2 0.2 A3 0.3 A4 0.5 (a) What is the reading on ammeter A1? [1] (b) Calculate the combined resistance of the two resistors in the circuit in Fig. 6.1. State the formula that you use and show your working. formula used working [3]

13 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (c) Fig. 6.2 shows a magnet and coil of wire connected to a sensitive ammeter. N S sensitive ammeter Fig. 6.2 (i) When the magnet is moved into the coil, the needle on the ammeter shows a deflection to the left. Explain why a reading on the ammeter is produced. [2] (ii) Explain how this effect is used in a dynamo to produce an output voltage. You may use a diagram to help with your answer. [4]

14 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 7 Fig. 7.1 shows a pyramid of numbers for a food chain. hawks small birds caterpillars oak trees Fig. 7.1 (a) Explain why the pyramid of numbers is this shape. [2] (b) Oak trees are the producers in this food chain. Describe how they transfer energy from sunlight into chemical energy that can be passed along the chain. [4]

15 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (c) An oak tree can be many metres tall. Describe and explain how water from the soil is transported up to the leaves at the top of the tree. [3]

16 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 8 In many countries supplies of clean water for drinking are obtained from river water. (a) State two processes that are used to convert river water into water which is safe for humans to drink. 1. 2. [2] (b) A sample of safe drinking water still contained dissolved calcium sulphate, CaSO4, which helped to make the water hard. (i) State the formula of the particle present in this water which causes hardness. [1] (ii) A student carried out an experiment to find out if boiling would remove the hardness from this sample of water. The results of his experiment are shown in Table 8.1. Table 8.1 water sample volume of water tested / cm3 volume of soap solution needed for lather / cm3 distilled water 25.0 0.2 hard water control (unboiled) 25.0 8.0 hard water boiled for 5 minutes 25.0 3.0 hard water boiled for 10 minutes 25.0 3.0 What conclusions could the student draw from these results? [2]

17 © UCLES 2007 0654/03/M/J/07 [Turn over For Examiner's Use (c) Some types of salt used to flavour food are mixtures of sodium chloride and potassium chloride. Sodium chloride and potassium chloride are both ionic compounds. (i) Potassium chloride can be formed by reacting potassium directly with chlorine. Fig. 8.1 shows the electron arrangements in a potassium atom and a chlorine atom. potassium atom chlorine atom × × × × × × × × × × × × × × × × × Fig. 8.1 In the space below, draw diagrams similar to those in Fig. 8.1 which show the electron arrangements of the two particles when combined in potassium chloride. [2] (ii) Explain briefly why potassium chloride is a solid with a high melting point at room temperature. [2]

18 © UCLES 2007 0654/03/M/J/07 For Examiner's Use 9 A police car uses a siren and a blue light to alert people. (a) (i) Explain why sound needs a medium, such as air, to travel through. [2] (ii) How will the sound of the siren change if the amplitude of the sound waves emitted is increased? [1] (iii) Suggest a suitable frequency for the sound emitted by the siren to alert people. [1] (b) The police communicate using radio waves. Both blue light and radio waves are part of the electromagnetic spectrum. (i) State one property which all electromagnetic waves have in common. [1] (ii) State one difference between blue light waves and radio waves. [1] (iii) The radio waves used have a frequency of 10 000 000 Hz and a wavelength of 30 m. Calculate the speed of these waves. State the formula that you use and show your working. formula used working [2]

19 © UCLES 2007 0654/03/M/J/07 For Examiner's Use (c) As the police car drives along the temperature of the air in the tyres increases. (i) Use the ideas of the kinetic theory to explain why this will result in an increase in tyre pressure. [2] (ii) The original temperature of the air in the tyres was 10 oC and the final temperature was 30 oC. Calculate the final pressure of the air in the tyres if the original pressure was 200 000 N / m2. State the formula that you use and show your working. formula used working [3]

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 2007 0654/03/M/J/07 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 May/June 2007 question paper 0654 CO-ORDINATED SCIENCES 0654/03 Paper 3 (Extended Theory), maximum raw mark 100 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. 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. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2007 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 Syllabus Paper IGCSE – May/June 2007 0654 03 © UCLES 2007 1 (a) (i) (intercostal muscles) shorter / contracted; (diaphragm) gone downwards / flattened / contracted ; [2] (ii) ribs pulled up and out; volume in thorax increased; pressure reduced; air moves, down pressure gradient / from higher pressure outside body; [max 3] (b) goblet cells make mucus; mucus traps, bacteria / viruses / particles; cilia sweep them upwards; [max 2] (c) (i) goblet cells make more mucus; cilia, stop working / paralysed / destroyed ; [2] (ii) walls break down ; fewer / larger, alveoli ; walls become thicker / tar deposited ; [max 2] 2 (a) (i) they contain different numbers of protons and neutrons; [1] (ii) atoms have filled electron shells / outer shell is full; [1] (iii) if they were then properties would not match other members of group / order had to be changed to preserve the pattern in properties / potassium would be in group 0 and argon in group 1 ; [1] (b) (i) 0.96 ÷ 24 / 0.04; [1] (ii) 0.5 mol in 1000 cm3 so 0.05 in 100 cm3 / 0.05; [1] (iii) use of equation 1 mol Mg requires 2 mol HCl / 2 × 0.04 mol HCl needed ; calculation plus logical conclusion ; [max 2] (c) (i) (anode) fluorine is a non-metal ; anode is positive; attractive force between positive anode and negative fluoride ions; [max 2] (ii) fluorine is very reactive / most reactive halogen / very corrosive and reacted with body tissue / reacted with airway if breathed in / poisonous / toxic ; [1] (iii) gold and platinum are very unreactive / reduces chance of reacting with fluorine; low temperature reduces rate of reaction (between fluorine and container) ; [2]

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0654 03 © UCLES 2007 3 (a) (i) work = force × distance ; distance travelled = 20 × 30 = 600m / use of 600 in correct context ; (800 × 600) 480 000J ; [3] (ii) kinetic energy = ½ mv2; = ½ × 1200 × 20 × 20 = 240 000 J; [2] (b) (i) deceleration = change in speed / time; = 20/4 = 5 m/s2; [2] (ii) reaction distance = 24m; (or working) braking distance = 40m; (or working) total distance = 64m; [3] 4 (a) change in, genes / chromosomes / DNA; [1] (b) (i) it increases; more steeply at higher X-ray doses; [2] (ii) ionising radiation; removes electrons / damages DNA; [2] (c) 7; [1] (d) if in body cell, only one of many cells / other cells can carry out that function; if in gamete-forming cells, can be passed on to offspring; all cells in offspring have that mutation; [max 2] (e) (i) pesticides can damage other organisms / humans; so food chain disrupted; insect pollinators killed; pest’s predators killed; pests develop resistance to pesticide; [max 2] (ii) X-rayed males may, be infertile / have one less chromosome / have mutated sperms; their offspring may, be weak / die; normal males produce fewer offspring (because of competition for mates with X-rayed males) ; [max 2]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0654 03 © UCLES 2007 5 (a) (i) 24; [1] (ii) starch is a polymer / long chain molecule; of unspecified / unknown length / whose length can vary / cannot (with certainty) tell how many atoms are in a starch molecule; [2] (b) (i) test shows glucose present (inside tube); glucose molecules have passed through the membrane; colour results from (inter)action between starch and iodine; shows iodine has moved through the membrane; [4] (ii) (should not be blue-black) starch does not pass through the membrane; because starch molecules too large / membrane allows only small molecules to pass; [2] (c) (i) double bond between carbons ; all else correct ; [2] (ii) A was thermoplastic and B was thermosetting; only weak forces between molecules in A; strong cross-links / chemical bonds between molecules in B; [3] (diagrams can gain marks) 6 (a) 0.5 (A) ; [1] (b) 1/R = 1/R1 + 1/R2; = 1/60 + 1/40; R = 24Ω; [3] (c) (i) current is induced; when coil is in changing magnetic field; [2] (ii) energy input / motion; coil rotated (on axis); OR magnet rotated ; in magnetic field; OR in coil ; coil connected to split ring commutator; effect of split ring; [max 4]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0654 03 © UCLES 2007 7 (a) one oak tree can, support / feed, many caterpillars ; one small bird needs to eat many caterpillars / one hawk needs to eat many small birds; loss of energy between levels; less biomass at each level; [max 2] (b) photosynthesis; chlorophyll traps energy in sunlight; carbon dioxide reacts with water; produces, sugars / glucose / starch / carbohydrates; contain, chemical energy / stored energy; (energy) passes along chain as food is eaten; [max 4] (c) water enters roots by osmosis; transpiration (from leaves); reduces pressure; water moves up xylem; down pressure gradient; [max 3] 8 (a) filtration; sedimentation / treatment with aluminium sulphate; boiling / sterilisation / treatment with chlorine / ozone; [max 2] (b) (i) Ca2+; [1] (ii) boiling reduces hardness / not all hardness reduced by boiling ; water contains both permanent and temporary hardness; water contains calcium hydrogencarbonate; [max 2] (c) (i) potassium correctly shown as 2.8.8; chloride correctly shown as 2.8.8; [2] (ii) particles, are (electrically) charged / are positive and negative ions; which attract each other strongly; ions form into a giant ionic structure; much energy needed to separate the particles (during melting); [max 2]

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0654 03 © UCLES 2007 9 (a) (i) vibrations / compressions and rarefactions; of air molecules; [2] (ii) louder; [1] (iii) within 5000– 20 000Hz; [1] (b) (i) speed (in vacuo) / transverse waves/can travel through a vacuum; [1] (ii) wavelength / frequency; [1] (iii) v = f × λ; = 10 000 000 x 30 = 300 000 000 m/s; [2] (c) (i) particles collide, more frequently / more forcefully ; with, tyre / wall; [max 2] (ii) P1/T1 = P2/T2; P2 = 200 000 × 303/283 ; = 214 130 N/m2; [3]