Cambridge IGCSE Sciences - Co-ordinated (Double) 0654 — 2014 May/June Paper 2 · Variant 1

This document consists of 31 printed pages and 1 blank page. IB14 06_0654_21/5RP © UCLES 2014 [Turn over *8567565760* Cambridge International Examinations Cambridge International General Certificate of Secondary Education CO-ORDINATED SCIENCES 0654/21 Paper 2 (Core) May/June 2014 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 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 32. 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 0654/21/M/J/14 1 (a) (i) Complete the following sentences about chemical bonding choosing words from the list below. Each word may be used once, more than once or not at all. electrons ions lost molecules neutralised nucleons shared transferred Compounds may contain covalent or ionic bonds. When a covalent bond forms, electrons are between atoms. When an ionic bond forms, are between atoms. [2] (ii) Predict the type of chemical bonding in the compound carbon dioxide. Give a reason for your answer. type of bonding reason [1]

3 © UCLES 2014 0654/21/M/J/14 [Turn over (b) Fig. 1.1 shows two methods, A and B that may be used to fill a test-tube with carbon dioxide. Both sets of apparatus are at room temperature. carbon dioxide water water method B solid carbon dioxide (dry ice) carbon dioxide water dilute acid method A calcium carbonate Fig. 1.1 (i) Describe a chemical test for carbon dioxide. test result [2] (ii) Method A produces carbon dioxide by a chemical change. Method B produces carbon dioxide by a physical change. Explain why these statements are correct. method A chemical change explanation method B physical change explanation [2]

4 © UCLES 2014 0654/21/M/J/14 (c) Fig. 1.2 shows an experiment a student carried out to compare the reactivity of three metals, magnesium, iron and copper. The pieces of metal she used were the same size. She added them to identical samples of dilute hydrochloric acid in three test-tubes, P, Q and R. P gas produced slowly Q no gas produced R gas produced quickly dilute hydrochloric acid Fig. 1.2 (i) Name the gas that was given off in test-tubes P and R. [1] (ii) State the metal contained in each of the test-tubes. tube P contained tube Q contained tube R contained [1] (iii) Explain your answer to (ii). [2]

5 © UCLES 2014 0654/21/M/J/14 [Turn over Please turn over for Question 2.

6 © UCLES 2014 0654/21/M/J/14 2 In the seventeenth century, it was believed that plants obtained all their food from the soil. A scientist called Jan van Helmont did an experiment to investigate this. He weighed a young willow tree, and then planted it in a large tub containing a weighed amount of dry soil. He added water to the soil, and kept the tree for five years, watering it regularly. After five years, the tree had grown. five years After the five years, he weighed the tree again, and he also dried and reweighed the soil in the tub. Table 2.1 shows his results. Table 2.1 mass of tree / kg mass of dry soil / kg at the start 2.5 250.0 after five years 76.5 249.9 (a) (i) Name the process by which plants manufacture carbohydrates from raw materials. [1] (ii) Write the word equation for this process. [2] (b) (i) Describe how the mass of the soil changed over the five years of the experiment. [1] (ii) Suggest an explanation for this result. [1]

7 © UCLES 2014 0654/21/M/J/14 [Turn over (c) Van Helmont thought that the growth of his tree was entirely due to the water that he had added. This conclusion was only partly correct. (i) Explain in what way the conclusion was correct. [1] (ii) State which other part of the environment contributed to the mass of the tree. [1] (d) Since van Helmont decided that the tree only needed water to grow, he might have tried another experiment, growing the tree in a bucket of water, with no soil. Explain why, if van Helmont had tried this experiment, the tree would not have grown well. [1]

8 © UCLES 2014 0654/21/M/J/14 3 Fig. 3.1 shows information about two trucks, X and Y, coming to rest under the action of the same braking force. mass = 2000 kg truck X 15 m / s mass = 3000 kg truck Y 15 m / s load Fig. 3.1 The mass of truck X is 2000 kg and the mass of truck Y and its load is 3000 kg. Fig. 3.2 shows the speed / time graph for the two trucks. X Y 0 10 20 30 time / s 40 50 60 20 15 10 5 0 speed / m per s X Y Fig. 3.2 (a) (i) After how many seconds did truck X stop? seconds [1] (ii) What was the maximum speed of truck Y? m / s [1]

9 © UCLES 2014 0654/21/M/J/14 [Turn over (iii) Explain how Fig. 3.2 shows that truck X has the greater deceleration. [1] (b) The load truck Y is carrying, is a large metal block. The block is shown in Fig. 3.3. 0.5 m 0.7 m 1.0 m mass 1000 kg Fig. 3.3 (i) Calculate the volume of the block. volume = m3 [1] (ii) The mass of the block is 1000 kg. Calculate the density of the block. State the formula that you use and show your working. State the unit of your answer. formula working density = unit [3]

10 © UCLES 2014 0654/21/M/J/14 (c) The metal block is going to a factory to be melted down into a liquid. The melting point of the metal is 660 °C. (i) State the meaning of the term melting point. [1] (ii) Complete Fig. 3.4 to show the arrangement of particles in a liquid. The diagram for a solid has been done for you. solid liquid Fig. 3.4 [2]

11 © UCLES 2014 0654/21/M/J/14 [Turn over Please turn over for Question 4.

12 © UCLES 2014 0654/21/M/J/14 4 Fuels react with oxygen in combustion reactions. During these reactions, heat energy is released. (a) (i) Name and state a use for one gaseous fuel and one liquid fuel. gaseous fuel name use liquid fuel name use [4] (ii) State the word used to describe chemical reactions that release heat energy. [1] (b) When some fuels are burned, the mixture of combustion products contains sulfur dioxide and oxides of nitrogen. State two harmful effects of these gases in the environment. 1 2 [2] (c) Coal is a solid fuel that contains a large amount of the element carbon. Large pieces of coal burn slowly. Coal in the form of a fine powder (coal dust) burns very quickly. (i) Name a gas that is formed when the carbon in coal is oxidised. [1] (ii) Explain why coal dust burns more quickly than large pieces of coal. [1]

13 © UCLES 2014 0654/21/M/J/14 [Turn over (iii) Coal mines contain electrical machinery which may cause sparks. Suggest and explain reason why coal dust in the air inside a coal mine could be very dangerous. [2]

14 © UCLES 2014 0654/21/M/J/14 5 (a) Fig. 5.1 shows a copper wire placed between the poles of a strong magnet. N S Fig. 5.1 (i) Describe what a student observes when the switch is closed. [1] (ii) Describe the change in the observation in (i) if the current is in the opposite direction. [1] (iii) Suggest the change in the observation of (i) if there is a larger current in the wire. [1] (b) (i) Explain why a balloon rubbed with a woollen cloth gains a negative electric charge. [2]

15 © UCLES 2014 0654/21/M/J/14 [Turn over Fig. 5.2 shows two similarly charged balloons, suspended close together. Fig. 5.2 (ii) Explain why the two balloons move apart. [1] (c) In a domestic lighting circuit, lamps are connected in parallel. Explain why the lamps are not connected in series. [2] (d) Describe how a fuse protects a worker using an electric drill. [2]

16 © UCLES 2014 0654/21/M/J/14 6 Fig 6.1 shows part of a food web in African grassland (savannah). zebra impala lion cheetah hyena baboon grasses trees insects serval leopard mongoose Fig. 6.1 (a) Explain what the arrows in the food web represent. [1] (b) Use the information in Fig. 6.1 to write down a food chain containing four organisms. serval [3] (c) From Fig. 6.1, write down the name of (i) a herbivore, [1] (ii) a producer. [1] (d) Explain how grasses and trees get their food. [2]

17 © UCLES 2014 0654/21/M/J/14 [Turn over (e) The numbers of impala greatly decreased. (i) A scientist predicted that this would cause the numbers of zebras to increase. Explain why this increase could happen. [1] (ii) Another scientist disagreed, and predicted that the numbers of zebras would decrease. Explain why this decrease could happen. [1]

18 © UCLES 2014 0654/21/M/J/14 7 (a) Fig. 7.1 shows a chlorine atom that has a nucleon number (mass number) of 35. nucleus with nucleon number = 35 Fig. 7.1 Complete Table 7.1 to show the names and numbers of the particles found in the nucleus of this atom. Table 7.1 name of particle number in the nucleus proton [2] (b) (i) Explain why chlorine is added to water that will be used for drinking. [2] (ii) Complete the word chemical equation for the reaction that occurs when chlorine is mixed with sodium iodide solution. chlorine + sodium iodide + [2]

19 © UCLES 2014 0654/21/M/J/14 [Turn over (c) Fig. 7.2 shows a diagram of apparatus that can be used to produce chlorine. d.c. power supply graphite anode graphite cathode bubbles of chlorine gas layer of an orange coloured metal electrolyte Fig. 7.2 (i) State the name of the process shown in Fig. 7.2. [1] (ii) Suggest the name of the ionic compound that has been used to make the electrolyte. [1] (iii) Use the evidence shown in Fig. 7.2 to explain your answer to (ii). [1]

20 © UCLES 2014 0654/21/M/J/14 8 (a) Electrical appliances transform electrical energy into other forms of energy. Complete the sentences below by writing down the useful form of energy produced in each case. (i) In an electric cooker, electrical energy is changed into energy. [1] (ii) In an electric lamp, electrical energy is changed into energy. [1] (iii) In an electric fan, electrical energy is changed into energy. [1] (b) Fossil fuels store chemical energy, which is transformed into thermal energy when the fuel is burned. Describe how this thermal energy is used to produce electricity. [3] (c) In some power stations highly radioactive isotopes are formed when energy is released. Workers at these power stations are monitored to check their exposure to radiation. (i) State one way in which a worker’s exposure to radiation can be monitored. [1]

21 © UCLES 2014 0654/21/M/J/14 [Turn over (ii) Suggest one way in which the people, working with radioactive isotopes, can minimise their exposure to radiation. [1] (iii) State one effect of ionising radiation on the human body. [1] (d) Gamma radiation may be emitted from radioactive isotopes. Gamma radiation is part of the electromagnetic spectrum. State the part of the electromagnetic spectrum which is used for terrestrial television communications, mobile telephone (cell phone) communications. [2]

22 © UCLES 2014 0654/21/M/J/14 9 (a) State the function of the uterus in the female reproductive system. [1] (b) Fig. 9.1 shows changes in the thickness of the lining of a woman’s uterus over a period of 35 days. 0 7 14 time / days 21 28 35 thickness of uterus lining Fig. 9.1 (i) State the days when menstruation is occurring during the 35 day period. between day and day and between day and day [2] (ii) Suggest on what day ovulation is most likely to occur. [1] (iii) Explain why it is important for the uterus lining to become thicker. [1] (c) Hormones control the thickness of the lining of the uterus. Name the part of the reproductive system that produces these hormones. [1]

23 © UCLES 2014 0654/21/M/J/14 [Turn over (d) (i) Explain what is meant by fertilisation. [1] (ii) If an egg is fertilised, the uterus lining remains thick. Draw a line on Fig. 9.1 to show this. [2] (iii) Explain why, after fertilisation, it is important for the uterus lining to remain thick. [1]

24 © UCLES 2014 0654/21/M/J/14 10 (a) Complete Table 10.1 to compare the properties of light and sound waves. Write yes or no in each box in Table 10.1 to compare the properties of light waves and sound waves. Table 10.1 property light sound can be reflected can travel through a vacuum is a transverse wave is part of the electromagnetic spectrum [4] (b) Ultrasound waves are sound waves with a very high frequency. These waves cannot be heard by humans. (i) State the approximate range of frequencies audible to humans. From Hz to Hz. [2] (ii) Suggest a possible frequency for the ultrasound waves. Hz [1] (iii) Devices which emit ultrasound waves can be used to keep small animals such as cats away from gardens. The ultrasound waves take 0.05 s to travel 16.5 m from the device to a cat. Calculate the speed of the ultrasound waves. State the formula that you use and show your working. formula working m / s [2]

25 © UCLES 2014 0654/21/M/J/14 [Turn over 11 Fig. 11.1 shows some of the regions of the alimentary canal in a human. pancreatic duct small intestine pancreas C A B Fig. 11.1 (a) Name the structures labelled A, B and C. A B C [3] (b) State one function of the pancreas. [1] (c) In people with cystic fibrosis, the pancreatic duct may become blocked. Suggest and explain what the effect of this would be. [2]

26 © UCLES 2014 0654/21/M/J/14 (d) (i) With reference to the alimentary canal, define the term absorption. [2] (ii) Name the parts of the alimentary canal in which there is the most absorption of sugars, water. [2] (iii) Explain how assimilation differs from absorption. [2]

27 © UCLES 2014 0654/21/M/J/14 [Turn over Please turn over for Question 12.

28 © UCLES 2014 0654/21/M/J/14 12 (a) The elements are often described as being either metals or non-metals. (i) Describe two differences in the physical properties of a typical metal and a typical non-metal. 1 2 [2] (ii) The element calcium is in Group II of the Periodic Table as shown on page 32. Predict whether calcium is a metallic or non-metallic element. Give a reason for your answer. prediction reason [1] (iii) Identify the name or symbol of the noble (inert) gas that is in the same period of the Periodic Table as calcium. [1]

29 © UCLES 2014 0654/21/M/J/14 [Turn over (b) Oxides are compounds of oxygen with other elements. A student made four mixtures, W, X, Y and Z, by shaking four oxides in water. He measured the pH values of the mixtures, and his results are shown in Table 12.1. Table 12.1 mixture pH W 3 X 2 Y 12 Z 7 State and explain which mixture (i) was the most acidic, mixture explanation [1] (ii) had been made using the oxide of a metallic element. mixture explanation [1]

30 © UCLES 2014 0654/21/M/J/14 (c) Rust is a type of iron oxide. Fig. 12.1 shows three test-tubes, 1, 2, and 3, that were set up to investigate substances that react with an iron nail to form rust. In each test-tube an iron nail was in contact with a liquid and a gas. water water hydrocarbon oil iron nail air air nitrogen 1 2 3 Fig. 12.1 The test-tubes and their contents were left for a week and then observed. For each test-tube predict whether or not rust forms on the iron nail. Explain your prediction briefly in each case. test-tube 1 prediction explanation test-tube 2 prediction explanation test-tube 3 prediction explanation [3]

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32 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 0654/21/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 0654 CO-ORDINATED SCIENCES 0654/21 Paper 2 (Core Theory), maximum raw mark 120 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 0654 21 © Cambridge International Examinations 2014 1 (a) (i) (electrons are) shared ; electrons (are) transferred ; [2] (ii) (covalent) carbon and oxygen / the elements are both non-metals ; [1] (b) (i) limewater ; goes cloudy / white precipitate formed ; [2] (ii) (method A chemical change) reference to it being a new substance formed / a reaction is occurring between the acid and the carbonate / owtte ; (method B physical change) no new substance is formed / only a change of state is occurring / owtte ; [2] (c) (i) hydrogen ; [1] (ii) P iron Q copper R magnesium ; [1] (iii) reference to reactivity order being magnesium (most) iron and copper (least) ; reference to idea that rate of bubbling related to reactivity ; [2] [Total: 11] 2 (a) (i) photosynthesis ; [1] (ii) carbon dioxide + water ; glucose + oxygen ; [2] (b) (i) no significant change / decreased (slightly) ; [1] (ii) absorption of mineral ions / nitrates OR little / nothing absorbed ; [answer must match answer to (b)(i)] [1] (c) (i) water is used in photosynthesis / as part of cells ; [1] (ii) carbon dioxide ; [1] (d) lack of (mineral) ions / nitrates / oxygen ; [1] [Total: 8]

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0654 21 © Cambridge International Examinations 2014 3 (a) (i) 30 (seconds) ; [1] (ii) 15 (m / s) ; [1] (iii) takes less time to stop / gradient is greater / line is steeper / speed decreases more quickly ; [1] (b) (i) volume = 0.35 m3 ; [1] (ii) (density) = volume mass ; = 0.35 1000 = 2857 ; kg / m3 ; [3] (c) (i) temperature at which a solid turns into a liquid ; [1] (ii) irregular arrangement ; at least half the particles touching ; [2] [Total: 10] 4 (a) (i) gaseous might be natural gas / methane / propane / butane / biogas ; used for heating / cooking / lighting / vehicle fuel / burners ; liquid might be LPG / liquid butane / gasoline / diesel / gasoil / aviation spirit (paraffin) / fuel oil / ethanol / alcohol / petrol ; used for vehicle / aircraft / ship fuel / heating / lighting ; (heating / lighting strictly only for butane, paraffin and ethanol) [4] (ii) exothermic ; [1] (b) reference to acid rain which damages building material ; reference to damage to respiratory system ; increases acidity of lakes / soil ; [max 2] (c) (i) carbon dioxide / carbon monoxide ; [1] (ii) powder has a greater surface area (mass for mass) ; [1] (iii) spark may ignite coal dust ; coal dust might burn rapidly / explode ; may reduce oxygen / increase carbon dioxide / carbon monoxide ; [max 2] [Total: 11]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0654 21 © Cambridge International Examinations 2014 5 (a) (i) wire moves ; [1] (ii) wire moves in opposite direction ; [1] (iii) wire moves more ; [1] (b) (i) electrons transferred ; from cloth to balloon ; [2] (ii) like charges repel ; [1] (c) (i) so that all lamps get full mains voltage ; so that all lamps operate independently / if one lamp blows the rest still work / you can have one light on without having them all on ; [2] (ii) fuses cut electricity to a device if there is a power surge / too much current flows / a fault ; (too much current) causes fuse to melt ; [2] [Total: 10] 6 (a) direction of energy flow / energy transfer ; [1] (b) grasses / trees ; insects ; leopard ; [3] (c) (i) zebra / impala / baboon / insect ; [1] (ii) grass / tree ; [1] (d) by photosynthesis ; using energy from the Sun ; [2] (e) (i) less competition (for food) ; [1] (ii) more predation (from cheetahs / hyenas / lions) ; [1] [Total: 10]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0654 21 © Cambridge International Examinations 2014 7 (a) name of particle number in the nucleus (proton) 17 neutron 18 1 correct = 1 mark, 3 correct = 2 marks ;; [2] (b) (i) kill microorganisms ; make water safe for humans ; [2] (ii) → sodium chloride + iodine ;; [2] (c) (i) electrolysis ; [1] (ii) copper chloride ; [1] (iii) orange coloured metal is copper and gas produced is chlorine ; [1] [Total: 9] 8 (a) (i) thermal ; [1] (ii) light ; [1] (iii) kinetic ; [1] (b) water is heated and turned to steam ; drives turbine ; drives generator ; reference to kinetic energy ; [max: 3] (c) (i) photographic film radiation badge / dosimeter ; [1] (ii) wear protective clothing / gloves / stand behind lead screens ; [1] (iii) cancer / mutation / radiation burns ; [1] (d) radio waves ; micro waves ; [2] [Total: 11]

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0654 21 © Cambridge International Examinations 2014 9 (a) place for development of the zygote / embryo / fetus / baby ; [1] (b) (i) 0 and 4 ; 27 and 30 / 31 ; [2] (ii) 12 / 13 / 14 / 15 / 16 ; [1] (iii) so that the uterus (lining) is ready to receive a fertilised egg ; [1] (c) ovary / ovaries ; [1] (d) (i) joining / fusion of male gamete / sperm and female gamete / egg ; [1] (ii) line drawn showing change from 26 / 27 days ; shows an increase ; [2] (iii) so it can continue to support the fertilised egg / AW ; [1] [Total: 10] 10 (a) property light sound can be reflected yes yes can travel through a vacuum yes no is a transverse wave yes no is part of the electromagnetic spectrum yes no [4] (b) (i) 20 (Hz) ; to 20 000 (Hz) ; [2] (ii) any value above 20 000 Hz ; [1] (iii) speed = time distance ; = 0.05 16.5 = 330 (m / s) ; [2] [Total: 9]

Page 7 Mark Scheme Syllabus Paper IGCSE – May/June 2014 0654 21 © Cambridge International Examinations 2014 11 (a) A oesophagus ; B stomach ; C liver ; [3] (b) production / secretion of digestive enzymes / insulin secretion / control of blood sugar ; [1] (c) cannot release digestive enzymes ; cannot digest food (fully) / pancreas may become digested ; [2] (d) (i) movement of digested food molecules through the wall of the intestine ; into the blood ; [2] (ii) duodenum / ileum / small intestine ; large intestine (colon / rectum) ; [2] (iii) assimilation after absorption ; assimilation is use / uptake of food by cells of the body ; [2] [Total: 12] 12 (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, non-metal not lustrous / dull ; metal sonorous, non-metal not sonorous ; metal high density, non-metal low density ; [max 2] (ii) (metallic) Group 2 contains metals / calcium is on left of Periodic Table / forms positive ions ; [1] (iii) krypton / Kr ; [1] (b) (i) (X) reference to lowest pH ; [1] (ii) (Y) metal oxides are alkaline / have pH greater than 7 ; [1] (c) (i) general statement that rusting requires air / oxygen and water present together ; test-tube 1 (no rust) no water present ; test-tube 2 (rust present) air / oxygen and water present ; test-tube 3 (no rust) oxygen / air not present ; [max 3] [Total: 9]