Cambridge IGCSE Sciences - Co-ordinated (Double) 0654 — 2025 May/June Paper 3 · Variant 2

This document has 28 pages. Any blank pages are indicated. [Turn over * 2 1 7 4 7 2 3 2 1 2 * Cambridge IGCSE™ CO‑ORDINATED SCIENCES 0654/32 Paper 3 Theory (Core) May/June 2025 2 hours You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● You may use a calculator. ● You should show all your working and use appropriate units. ● Take the weight of 1.0 kg to be 9.8 N (acceleration of free fall = 9.8 m / s2). INFORMATION ● The total mark for this paper is 120. ● The number of marks for each question or part question is shown in brackets [ ]. ● The Periodic Table is printed in the question paper. DC (DE/CB) 344513/4 © UCLES 2025 ,










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2 0654/32/M/J/25 © UCLES 2025 1 Fig. 1.1 is a diagram of a bacterial cell. A B cell membrane DNA Fig. 1.1 (a) Name the part of the cell labelled A in Fig. 1.1. … [1] (b) Describe the function of the cell membrane. … … [1] (c) Some bacteria are pathogens. State what is meant by a pathogen. … … [1] (d) Pathogens are transmitted by direct contact or indirectly from one human to another. Table 1.1 shows some methods of transmission. Place ticks (✓) in Table 1.1 to show if each method of transmission is direct contact or indirect. Table 1.1 method of transmission direct contact indirect dirty surfaces contaminated air blood in a cut [1] * 0000800000002 * ,










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3 0654/32/M/J/25 © UCLES 2025 [Turn over (e) The body defends itself against pathogens. On Fig. 1.2, draw one straight line from each defence to how it stops pathogens. defence how it stops pathogens mucus skin stomach acid white blood cells acts as chemical barrier, destroying pathogens in food acts as physical barrier, stopping entry of pathogens produces antibodies traps pathogens before they enter lungs Fig. 1.2 [3] (f) State the type of drug used as a treatment for bacterial infections. … [1] [Total: 8] * 0000800000003 * ,










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4 0654/32/M/J/25 © UCLES 2025 2 Pea plants produce seeds. The seeds are either green or yellow. (a) Complete the sentences about pea plants. Use words from the list. asexual continuous discontinuous genotypes mutations phenotypes The colour of pea seeds is an example of … variation. This is because there are only two … with no intermediates. [2] (b) Fig. 2.1 is a diagram of a flower from a pea plant. A F B C D E Fig. 2.1 (i) Using letters A–F in Fig. 2.1, identify the: ovary … sepal. … [2] (ii) Using letters A–F in Fig. 2.1, identify the parts of the flower where pollen grains are transferred during pollination. from … to … [2] * 0000800000004 * ,










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5 0654/32/M/J/25 © UCLES 2025 [Turn over (c) A scientist investigates the inheritance of colour in pea seeds. The inheritance of colour is controlled by a single gene. • The allele for yellow pea seeds is Y. • The allele for green pea seeds is y. All of the scientist’s peas are yellow. (i) Table 2.1 shows the different possible combinations of alleles, a description of the combination and the colour of the pea seeds. Complete Table 2.1. Table 2.1 combination of alleles description of combination colour of pea seeds … homozygous dominant yellow Yy … yellow [2] (ii) The scientist uses plants with yellow pea seeds to produce plants with green pea seeds. Complete the Punnett square in Fig. 2.2 to show how plants with yellow pea seeds produce plants with green pea seeds. parental gametes 1 Y y parental gametes 2 … … … … … … Fig. 2.2 [2] (iii) State the expected ratio of seed colours from this cross. yellow pea seeds … : green pea seeds … [1] [Total: 11] * 0000800000005 * ,










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6 0654/32/M/J/25 © UCLES 2025 3 Humans are able to detect and respond to changes in their internal and external environment. (a) The ability to detect and respond to changes in the environment is one of the characteristics of living organisms. Circle this characteristic of living organisms. excretion growth movement nutrition sensitivity [1] (b) Fig. 3.1 is a diagram of some of the organs involved in detecting and responding to changes in the environment. brain liver spinal cord adrenal glands pancreas Fig. 3.1 (i) Identify the organs from Fig. 3.1 that are part of the central nervous system (CNS). … and … [1] (ii) Identify the organ from Fig. 3.1 that secretes insulin. … [1] (iii) Some of the organs shown in Fig. 3.1 conduct electrical impulses through specialised cells. Name the specialised cells that conduct electrical impulses. … [1] * 0000800000006 * ,










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7 0654/32/M/J/25 © UCLES 2025 [Turn over (iv) Some of the organs shown in Fig. 3.1 secrete hormones. Complete the sentences about hormones. Hormones are described as … substances. They are produced by … and are carried by the … plasma. [3] (c) Adrenaline is a hormone. Describe when adrenaline is secreted and the effects of adrenaline on the body. … … … … … … [3] [Total: 10] * 0000800000007 * ,










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8 0654/32/M/J/25 © UCLES 2025 4 Fig. 4.1 is a picture of a rhino. Fig. 4.1 (a) Rhinos only eat plants. Tick (✓) two boxes that describe rhinos. carnivore decomposer herbivore primary consumer producer secondary consumer [2] (b) There are different species of rhino. Describe what is meant by the term species. … … … [2] (c) Some of the rhino species are endangered. One reason the rhinos are endangered is because their habitat has been destroyed. (i) Suggest two other reasons why rhinos are endangered. 1 … 2 … [2] (ii) Describe one reason why habitats are destroyed. … … [1] * 0000800000008 * ,










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9 0654/32/M/J/25 © UCLES 2025 [Turn over (d) Scientists are working to conserve all the rhino species. They use different conservation methods for different species of rhino. The method they use depends on how many rhinos are still alive in the wild. Fig. 4.2 is a graph showing the population of each rhino species in 2023. 0 Sumatran rhino species population black white Javan greater one horned 2000 4000 6000 8000 10 00012 00014 00016 00018 000 Fig. 4.2 (i) Identify the rhino species in Fig. 4.2 with the highest population. … [1] (ii) Use Fig. 4.2 to calculate how many times bigger the population of white rhino is compared to the population of black rhino. … [2] (iii) Black rhinos and white rhinos are kept in protected reserves where they can be monitored 24 hours a day. Suggest one different conservation method that can be used for the Sumatran and Javan rhinos. … … [1] [Total: 11] * 0000800000009 * ,










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10 0654/32/M/J/25 © UCLES 2025 5 (a) Fig. 5.1 lists five chemical processes and the descriptions of these processes. On Fig. 5.1, draw one straight line from each process to the correct description. chemical process description chlorination chromatography diffusion electrolysis reduction loss of oxygen the decomposition of an ionic compound, when molten or in aqueous solution, by the passage of an electric current the result of the constant random motion of particles used in water treatment used to separate mixtures of soluble coloured substances Fig. 5.1 [4] (b) Chlorine exists as two isotopes, 35 17 Cl and 37 17 Cl . (i) State what is meant by the term isotope. … … … [2] (ii) State why the relative atomic mass, Ar , of chlorine is 35.5. … … [1] (iii) Chlorine reacts with sodium to make sodium chloride. During the violent reaction, thermal energy and light are released. Explain why this reaction is not described as endothermic. … … [1] * 0000800000010 * ,










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11 0654/32/M/J/25 © UCLES 2025 [Turn over (iv) Sodium chloride is also made by reacting an acid with an alkali. State the acid and the alkali that is used. acid … alkali … [2] (v) Chlorine is a halogen. The halogens are found in Group VII of the Periodic Table and have similar chemical properties. Explain why the halogens have similar chemical properties. … … [1] [Total: 11] * 0000800000011 * ,









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12 0654/32/M/J/25 © UCLES 2025 6 (a) Ethanol has the formula C2H5OH. (i) Explain why ethanol is not a hydrocarbon. … … [1] (ii) Ethanol is used in alcoholic drinks. State one other use of ethanol. … [1] (iii) Draw the displayed formula of ethanol. [2] (iv) Determine the relative molecular mass, Mr , of ethanol. [Ar: C, 12; H, 1; O, 16] relative molecular mass = … [1] (b) Carbon dioxide and water are made during the complete combustion of ethanol. (i) State one adverse effect of higher levels of carbon dioxide in the atmosphere. … … [1] (ii) Describe a chemical test for water. State the colour change observed. test … colour change from … to … [2] * 0000800000012 * ,









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13 0654/32/M/J/25 © UCLES 2025 [Turn over (iii) Complete the dot-and-cross diagram in Fig. 6.1 to show the arrangement of electrons in a molecule of water. Draw the outer-shell electrons only. H O H Fig. 6.1 [2] [Total: 10] * 0000800000013 * ,









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14 0654/32/M/J/25 © UCLES 2025 7 (a) An atom of copper is represented by 64 29 Cu. (i) State what the number 29 represents. … [1] (ii) Deduce the number of neutrons in this atom. number of neutrons = … [1] (b) Copper is a transition element. Tick (✓) the three correct statements about copper. copper acts as a catalyst copper forms coloured compounds copper has a low melting point copper has a low density copper is ductile [3] (c) Copper reacts slowly with oxygen in the air. (i) Balance the equation for this reaction. …Cu (s) + O2 (g) …CuO (s) [1] (ii) State what (g) means in the equation in (c)(i). … [1] (d) Brass is an alloy of copper and zinc. (i) State what is meant by an alloy. … … [1] * 0000800000014 * ,









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15 0654/32/M/J/25 © UCLES 2025 [Turn over (ii) Fig. 7.1 shows four structures W, X, Y and Z. W X Z Y Fig. 7.1 State which structure best represents an alloy. structure … [1] (iii) Stainless steel is another alloy. State why stainless steel is used in cutlery. … … [1] [Total: 10] * 0000800000015 * ,









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16 0654/32/M/J/25 © UCLES 2025 8 (a) Calcium carbonate has the formula CaCO3. (i) State the number of different elements shown in this formula. … [1] (ii) State the total number of atoms shown in this formula. … [1] (b) A student investigates the rate of reaction between dilute hydrochloric acid and excess calcium carbonate. The word equation for the reaction is shown. calcium carbonate + hydrochloric acid calcium chloride + carbon dioxide + water Fig. 8.1 shows some of the apparatus the student uses. conical flask pieces of calcium carbonate dilute hydrochloric acid digital balance Fig. 8.1 (i) Name one other piece of apparatus needed to investigate the rate of this reaction. … [1] (ii) The mass of the conical flask and contents decreases during the experiment. Explain why the mass decreases. … … [1] (iii) At the end of the experiment, the student separates the unreacted solid calcium carbonate from the calcium chloride solution. State the method of separation that the student uses. … [1] (iv) State two changes to the reaction conditions that will increase the rate of reaction. 1 … 2 … [2] * 0000800000016 * ,









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17 0654/32/M/J/25 © UCLES 2025 [Turn over (c) Calcium carbonate is a solid. Carbon dioxide is a gas. Fig. 8.2 shows diagrams of a solid, liquid and gas. A B C Fig. 8.2 Explain, in terms of particle separation and particle arrangement, why A represents solid calcium carbonate and C represents carbon dioxide gas. A represents solid calcium carbonate because … … C represents carbon dioxide gas because … … [2] [Total: 9] * 0000800000017 * ,









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18 0654/32/M/J/25 © UCLES 2025 9 (a) Fig. 9.1 shows the speed–time graph for a short car journey. 0 20 40 60 80 time / s 100 120 0 2 4 6 8 10 speed m / s Fig. 9.1 (i) State a time when the car is accelerating. time = … s [1] (ii) Calculate the total distance travelled on this journey. total distance = …m [3] (b) The temperature of the air in the tyres increases during the journey. State what happens to the motion of the air particles as the air warms up. … [1] * 0000800000018 * ,









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19 0654/32/M/J/25 © UCLES 2025 [Turn over (c) The driver in the car brakes by using the brake pedal. Fig. 9.2 shows the force exerted by the driver’s foot on the brake pedal. 18 cm 40 N brake pedal pivot Fig. 9.2 Calculate the moment of the force from the driver’s foot about the pivot. moment = … N cm [2] (d) As the car moves, electrostatic charges transfer to the car. (i) State what causes the transfer of electrostatic charges. … [1] (ii) State the name of the charged particles which move during this transfer of charge. … [1] (iii) State the relative charge on the particles identified in (d)(ii). … [1] [Total: 10] * 0000800000019 * ,









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20 0654/32/M/J/25 © UCLES 2025 10 (a) A scientist is studying a polar bear. (i) State the minimum frequency audible to humans. minimum frequency = …Hz [1] (ii) The scientist hears a loud sound of frequency 25 Hz. The sound has a wavelength of 14 m. Calculate the speed of this sound in air. speed = … m / s [2] (iii) The polar bear jumps into a pool of water and makes water waves. Fig. 10.1 shows a wave. Y Z distance from source of wave Fig. 10.1 Choose words from the list to identify Y and Z by completing the two sentences. amplitude frequency pitch trough wave speed wavelength Y shows the … of the wave. Z shows the … of the wave. [2] (iv) The scientist uses thermal imaging cameras to detect polar bears travelling on the ice. State the region of the electromagnetic spectrum detected in thermal imaging cameras. … [1] * 0000800000020 * ,










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21 0654/32/M/J/25 © UCLES 2025 [Turn over (v) The scientist sees the polar bear under the water. On Fig. 10.2, draw a ray of light to show how the light travels from the polar bear’s head to the scientist’s eye. eye air water Fig. 10.2 [2] (b) In the Arctic, harmful ionising radiation reaches the Earth’s surface. (i) State one danger to humans of ionising radiation. … … [1] (ii) α-particles, β-particles and γ-radiation are all types of ionising radiation. Place α-particles, β-particles and γ-radiation in order of their ionising effect, from most ionising to least ionising. most ionising … … least ionising … [1] [Total: 10] * 0000800000021 * ,









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22 0654/32/M/J/25 © UCLES 2025 11 (a) The Earth is a planet in our Solar System. List the other seven planets in our Solar System in order from closest to the Sun. Do not include Pluto in your list. closest to the Sun … … Earth … … … … furthest from the Sun … [2] (b) Granite rock is found on the Earth. Granite rock contains a radioactive isotope which decays by β-emission. Complete the equation to show what happens to a neutron in the nucleus of an atom during β-emission. neutron … + … [1] (c) Fig. 11.1 shows a block of granite. 7.0 cm 2.0 cm 4.0 cm Fig. 11.1 (i) Calculate the volume of the block. volume = …cm3 [1] * 0000800000022 * ,









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23 0654/32/M/J/25 © UCLES 2025 [Turn over (ii) The block of granite weighs 1.47 N. Show that the mass of the block is 150 g. [3] (iii) Calculate the density of the granite block. density = …g / cm3 [2] (d) The block of granite is placed in a large bowl of water. The block of granite sinks. Explain why the block of granite sinks. … … … [1] [Total: 10] * 0000800000023 * ,









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24 0654/32/M/J/25 © UCLES 2025 12 (a) Fig. 12.1 shows the circuit symbols for three electrical components, X, Y and Z, used in an electric torch (flashlight). component X component Y component Z X is … Y is … Z is … Fig. 12.1 (i) Complete Fig. 12.1 to identify each component. [2] (ii) Using the symbols in Fig. 12.1, draw the circuit diagram for the torch. [1] (iii) The current in component Z is 0.50 A. The voltage supplied by component X is 1.5 V. Calculate the resistance of component Z. resistance = … Ω [2] * 0000800000024 * ,









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25 0654/32/M/J/25 © UCLES 2025 (b) Fig. 12.2 shows a single ray of light from the torch reflected by a mirror. A B Fig. 12.2 (i) State the name of the dotted line AB. … [1] (ii) On Fig. 12.2, label the angle of incidence with the letter i. [1] (iii) The angle of incidence is 40°. State the angle of reflection. angle of reflection = …° [1] (c) Fig. 12.3 shows a single ray of white light from the torch passing into a glass prism. Fig. 12.3 Complete Fig. 12.3 to show what happens to the light as it passes through and out of the prism. [2] [Total: 10] * 0000800000025 * ,









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27 0654/32/M/J/25 © UCLES 2025 BLANK PAGE 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. * 0000800000027 * ,









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28 0654/32/M/J/25 © UCLES 2025 Group The Periodic Table of Elements 1 H hydrogen 1 2 He helium 4 I II III IV V VI VII VIII 3 Li lithium 7 4 Be beryllium 9 atomic number atomic symbol Key name relative atomic mass 11 Na sodium 23 12 Mg magnesium 24 19 K potassium 39 20 Ca calcium 40 37 Rb rubidium 85 38 Sr strontium 88 55 Cs caesium 133 56 Ba barium 137 87 Fr francium – 88 Ra radium – 5 B boron 11 13 Al aluminium 27 31 Ga gallium 70 49 In indium 115 81 Tl thallium 204 113 Nh nihonium – 6 C carbon 12 14 Si silicon 28 32 Ge germanium 73 50 Sn tin 119 82 Pb lead 207 22 Ti titanium 48 40 Zr zirconium 91 72 Hf hafnium 178 104 Rf rutherfordium – 23 V vanadium 51 41 Nb niobium 93 73 Ta tantalum 181 105 Db dubnium – 24 Cr chromium 52 42 Mo molybdenum 96 74 W tungsten 184 106 Sg seaborgium – 25 Mn manganese 55 43 Tc technetium – 75 Re rhenium 186 107 Bh bohrium – 26 Fe iron 56 44 Ru ruthenium 101 76 Os osmium 190 108 Hs hassium – 27 Co cobalt 59 45 Rh rhodium 103 77 Ir iridium 192 109 Mt meitnerium – 28 Ni nickel 59 46 Pd palladium 106 78 Pt platinum 195 110 Ds darmstadtium – 29 Cu copper 64 47 Ag silver 108 79 Au gold 197 111 Rg roentgenium – 30 Zn zinc 65 48 Cd cadmium 112 80 Hg mercury 201 112 Cn copernicium – 114 Fl flerovium – 116 Lv livermorium – 7 N nitrogen 14 15 P phosphorus 31 33 As arsenic 75 51 Sb antimony 122 83 Bi bismuth 209 115 Mc moscovium – 8 O oxygen 16 16 S sulfur 32 34 Se selenium 79 52 Te tellurium 128 84 Po polonium – 9 F fluorine 19 17 Cl chlorine 35.5 35 Br bromine 80 53 I iodine 127 85 At astatine – 117 Ts tennessine – 10 Ne neon 20 18 Ar argon 40 36 Kr krypton 84 54 Xe xenon 131 86 Rn radon – 118 Og oganesson – 21 Sc scandium 45 39 Y yttrium 89 57–71 lanthanoids 89–103 actinoids 57 La lanthanum 139 89 Ac lanthanoids actinoids The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.). actinium – 58 Ce cerium 140 90 Th thorium 232 59 Pr praseodymium 141 91 Pa protactinium 231 60 Nd neodymium 144 92 U uranium 238 61 Pm promethium – 93 Np neptunium – 62 Sm samarium 150 94 Pu plutonium – 63 Eu europium 152 95 Am americium – 64 Gd gadolinium 157 96 Cm curium – 65 Tb terbium 159 97 Bk berkelium – 66 Dy dysprosium 163 98 Cf californium – 67 Ho holmium 165 99 Es einsteinium – 68 Er erbium 167 100 Fm fermium – 69 Tm thulium 169 101 Md mendelevium – 70 Yb ytterbium 173 102 No nobelium – 71 Lu lutetium 175 103 Lr lawrencium – * 0000800000028 * ,









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This document consists of 17 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ CO-ORDINATED SCIENCES 0654/32 Paper 3 Theory (Core) May/June 2025 MARK SCHEME Maximum Mark: 120 Published 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 17 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alon gside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 17 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thre sholds or grade descriptors in mind. Science-Specific Marking Principles 1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks should not be awarded if the keywords are used incorrectly. 2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored. 3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation fro m other syllabus terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection). 4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted. 5 ‘List rule’ guidance For questions that require n responses (e.g. State two reasons …): • The response should be read as continuous prose, even when numbered answer spaces are provided. • Any response marked ignore in the mark scheme should not count towards n. • Incorrect responses should not be awarded credit but will still count towards n. • Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should be treated as a single incorrect response. • Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 17 6 Calculation specific guidance Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show your working’. For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values. For answers given in standard form (e.g. a  10n) in which the convention of restricting the value of the coefficient (a) to a value between 1 and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme. Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded. Exceptions to this general principle will be noted in the mark scheme. 7 Guidance for chemical equations Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme. State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 17 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning correct point or mark awarded incorrect point or mark not awarded benefit of the doubt given follow through benefit of doubt was considered, but the response was decided to not be sufficiently close for benefit of doubt to be applied. response is too vague or there is insufficient detail in response error carried forward applied information missing or insufficient for credit unclear response incorrect or insufficient point ignored while marking the rest of the response

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 17 Annotation Meaning incorrect point or mark not awarded two statements are linked point has been noted, but no credit has been given or blank page seen key point attempted / working towards marking point / incomplete answer / response seen but not credited / blank page seen blank page

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 17 Question Answer Marks 1(a) cell wall ; 1 1(b) (the cell membrane) controls what enters and leaves the cell ; 1 1(c) a disease-causing organism ; 1 1(d) method of transmission direct indirect dirty surfaces ✓ contaminated air ✓ blood from cut ✓ ; 1 1(e) mucus acts as chemical barrier, destroying pathogens in food skin acts as physical barrier, stopping entry of pathogens stomach acid produces antibodies white blood cells traps pathogens before they enter lungs ; ; ; 3

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 17 Question Answer Marks 1(f) antibiotic ; 1 Question Answer Marks 2(a) discontinuous ; phenotypes ; 2 2(b)(i) E ; F ; 2 2(b)(ii) (from) C ; (to) A ; 2 2(c)(i) combination of alleles description of combination colour of peas YY ; homozygous dominant yellow Yy heterozygous ; yellow 2 2(c)(ii) parental gametes 1 Y y parental gametes 2 Y YY Yy y Yy yy One mark for correct gametes (in either order) ; One mark for correct offspring genotypes ; 2 2(c)(iii) (yellow) 3 : 1 (green) ; 1

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 17 Question Answer Marks 3(a) sensitivity ; 1 3(b)(i) brain and spinal cord ; 1 3(b)(ii) pancreas ; 1 3(b)(iii) neurones ; 1 3(b)(iv) chemical ; glands ; blood ; 3 3(c) idea of ‘fight or flight’ situations ; Max two from: increased breathing rate ; increased heart rate ; increased pupil diameter / AW ; AVP ;; 3 Question Answer Marks 4(a) herbivore ; primary consumer ; 2 4(b) (a group of) organisms that can reproduce ; to produce fertile offspring ; 2

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 17 Question Answer Marks 4(c)(i) any two from: hunting / AW ; climate change ; pollution ; competition from introduced species ; AVP ; 2 4(c)(ii) (area used) for, housing / industry / crop plant production / livestock production/ extraction of natural resources / pollution (causing contamination) / AVP ; 1 4(d)(i) white (rhino) ; 1 4(d)(ii) 16 000 and 6000 ; 2.7 ; 2 4(d)(iii) (captive) breeding programmes / education ; 1

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 17 Question Answer Marks 5(a) ;;;; 4 5(b)(i) atoms of the same element / same proton number / same number of protons ; with different numbers of neutrons ; 2 5(b)(ii) (relative atomic mass is) an average of the masses of the isotopes / the atoms have two different atomic masses ; 1 5b(iii) thermal energy is, released / transferred (to surroundings so exothermic) / ORA ; 1 5(b)(iv) acid – (dilute) hydrochloric acid ; alkali – (aqueous) sodium hydroxide ; 2 5(b)(v) same number of / seven, electrons in outer shell ; 1

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 17 Question Answer Marks 6(a)(i) hydrocarbons only contain carbon and hydrogen ; 1 6(a)(ii) solvent / fuel ; 1 6(a)(iii) C-O-H ; all else correct ; 2 6(a)(iv) 46 ; 1 6(b)(i) (increased) global warming / AW / climate change ; 1 6(b)(ii) (anhydrous) copper(II) sulfate ; white to blue ; OR (anhydrous) cobalt(II) chloride ; blue to pink ; 2 6(b)(iii) 1 shared pair of electrons ; all else correct ; 2

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 17 Question Answer Marks 7(a)(i) proton number ; 1 7(a)(ii) 35 (neutrons) ; 1 7(b) copper acts as a catalyst ; copper forms coloured compounds ; copper is ductile ; 3 7c)(i) 2 Cu (s) + O2 (g) → 2 CuO (s) ; 1 7(c)(ii) gas ; 1 7(d)(i) mixture of a metal with another element ; 1 7(d)(ii) Y ; 1 7(d)(iii) reference to hardness / resistance to rusting ; 1 Question Answer Marks 8(a)(i) 3 ; 1 8(a)(ii) 5 ; 1 8(b)(i) stopwatch / timer / clock ; 1 8(b)(ii) (carbon dioxide) gas is lost ; 1 8(b)(iii) filtration ; 1 8(b)(iv) any two from: increase concentration (of acid) ; increase temperature (of acid) ; increase surface area of calcium carbonate / reduce particle size / use powder ; 2

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 17 Question Answer Marks 8(c) (A is solid because) particles are touching and regular arrangement ; (C is gas because) particles are widely spaced (and random arrangement) ; 2 Question Answer Marks 9(a)(i) any time between t = 0 to t = 40 s ; 1 9(a)(ii) evidence of finding area (under graph) ; ( ) 1 1 40 8 40 8 20 8 2 2       +  +           OR 160 + 320 + 80 OR 8 × 70 ; = 560 (m) ; 3 9(b) particles move faster / have greater kinetic energy / EK ; 1 9(c) moment = force × (perpendicular) distance (in any form) OR 18 × 40 ; 720 (Ncm) ; 2 9(d)(i) friction ; 1 9(d)(ii) electron ; 1 9(d)(iii) –1 ; 1 Question Answer Marks 10(a)(i) 20 Hz ; 1 10(a)(ii) v = f ×  (in any form) or (speed =) 25 × 14 ; 350 (m / s) ; 2 10(a)(iii) Y shows the wavelength ; Z shows the amplitude ; 2 10(a)(iv) infrared ; 1

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 15 of 17 Question Answer Marks 10(a)(v) ray of light from polar bears head to surface ; correctly refracted ray from surface into eye ; 2 10(b)(i) cell death / cancer / mutation ; 1 10(b)(ii) Most α / alpha β / beta least γ / gamma ; 1 Question Answer Marks 11(a) Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune ;; 2 11(b) (neutron →) proton + electron / β– particle ; 1 11(c)(i) 56 (cm3) ; 1

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 16 of 17 Question Answer Marks 11(c)(ii) mass = W / g (in any form) ; 1.47 ÷ 9.8 (= 0.15 kg / 150 g) ; evidence of mass conversion g to kg ; 3 11(c)(iii) density = mass / volume (in any form) or 150 / 56 ; = 2.7 (g / cm3) ; 2 11(d) density of granite is greater than density of water ; 1 Question Answer Marks 12(a)(i) Cell switch lamp ;; 2 12(a)(ii) all 3 components connected in series ; 1 12(a)(iii) (resistance =) V ÷ I (in any form) or resistance = 1.5 ÷ 0.5; = 3.0 () ; 2 12(b)(i) normal ; 1

0654/32 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 17 of 17 Question Answer Marks 12(b)(ii) i angle of incidence correctly labelled ; 1 12(b)(iii) 40° ; 1 12(c) diagram shows correct refraction through and out of prism ; dispersion shown on entry to prism ; 2