University of Cambridge International Examinations International General Certificate of Secondary Education

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

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International General Certificate of Secondary Education

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*6753955563*

COMBINED SCIENCE 0653/63


Paper 6 Alternative to Practical October/November 2010
1 hour
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.

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.

For Examiner's Use

Total

This document consists of 18 printed pages and 2 blank pages.

IB10 11_0653_63/3RP
© UCLES 2010 [Turn over
2

1 A student did an experiment to investigate heat loss from water. The tubes shown in For
Fig. 1.1 represented animals in different conditions. Examiner's
Use

thermometer
cotton
wool

elastic band

absorbent
paper

water

A B C D

Fig. 1.1

• The student wrapped absorbent paper around tube A and tube B, then soaked the
paper around tube B with water.
• She covered tube C with a layer of cotton wool and she left tube D uncovered.
• The student then poured water at a temperature of 50 ºC into the four tubes and started
timing.
• She took the temperature of the tubes every minute for five minutes.
• The results are shown in Table 1.1.

Table 1.1

temperature / ºC
time / min
tube A tube B tube C tube D
0 50 50 50 50
1 42 38
2 39 30 41 37
3 38 29 40 35
4 37 28 39 34
5 36 27 38 33

© UCLES 2010 0653/63/O/N/10


3

(a) Read the thermometer scales for tube A and tube B in Fig. 1.2 and enter the readings For
in Table 1.1. [2] Examiner's
Use

50 °C 50 °C

40 40

30 30

tube A tube B

Fig. 1.2

(b) (i) For each tube, subtract the temperature of the water after 5 minutes from 50 °C, to
give T, the total temperature drop. Record the results in Table 1.2.

(ii) For each tube, divide T by 5 to give the average temperature drop per minute.
Record the results in Table 1.2. [4]

Table 1.2

tube T, total temperature average temperature


drop / ºC drop / ºC per min
A
B
C
D

(c) (i) Suggest a reason for the relatively large initial drop in temperature.

(ii) Explain the purpose of tube D.

[2]

© UCLES 2010 0653/63/O/N/10 [Turn over


4

(d) The absorbent paper represents skin. Compare the results of tube A and tube B to For
describe the benefits of sweating. Examiner's
Use

Explain your answer in terms of heat transfer.

[2]

© UCLES 2010 0653/63/O/N/10


5

BLANK PAGE

Please turn over for Question 2.

© UCLES 2010 0653/63/O/N/10 [Turn over


6

2 (a) (i) A student is given a mixture of sand, iron filings and zinc sulfate powder. She is For
asked to separate them. Examiner's
Use

What can she use to separate out the iron filings?

[1]

(ii) She adds water to the remaining sand and zinc sulfate and stirs the mixture.

Draw a labelled diagram of the apparatus she can use to separate out the sand.

[2]

(iii) She is now left with zinc sulfate solution. Describe how she can obtain dry crystals
of zinc sulfate.

[2]

(b) The student shows the crystals to a friend, who does not believe they are zinc sulfate.

(i) Describe a test that will show sulfate ions are present in a solution of the crystals.

test

result [2]

(ii) Now, describe a test that will show that zinc ions are present in the solution.

test

result [2]

© UCLES 2010 0653/63/O/N/10


7

(c) The separation in (a)(ii) will not work if the mixture contains sand and lead sulfate For
instead of zinc sulfate. Examiner's
Use

Suggest a reason for this.

[1]

© UCLES 2010 0653/63/O/N/10 [Turn over


8

3 (a) An electrical circuit is set up as shown below in Fig. 3.1. For


Examiner's
Use

apparatus
X

wire Z V
connected into
the circuit with
crocodile clips

Fig. 3.1

When apparatus X is adjusted, the potential difference across wire Z and the current
are changed.

Name apparatus X.

[1]

Table 3.1 shows some ammeter readings at different voltmeter readings.

Table 3.1

voltmeter
1.0 2.1 4.0 5.1 7.2 9.0 10.1
reading / V
ammeter
0.17 0.60 0.95 1.08 1.20
reading / A

(b) Read the ammeters in Fig. 3.2 and complete Table 3.1. [2]

at voltmeter reading at voltmeter reading


2.1 V 4.0 V

1 1
0 2 0 2
ammeter ammeter

Fig. 3.2

© UCLES 2010 0653/63/O/N/10


9

(c) (i) Use the grid below to plot a graph of the voltmeter readings (vertical axis) against For
the ammeter readings (horizontal axis). Draw the line of best fit. Examiner's
Use

[4]

(ii) Use the graph to state the mathematical relationship between the current in amps
and the potential difference in volts.

[1]

(d) When apparatus X is set to minimum resistance the ammeter reading suddenly falls to
zero.

Suggest a reason for this.

[1]

(e) Suggest how the ammeter readings in Table 3.1 will change if an increased length of
wire Z is used.

[1]

© UCLES 2010 0653/63/O/N/10 [Turn over


10

4 This question is about osmosis. Water will move from a dilute solution into a concentrated For
solution through a partially permeable membrane. Examiner's
Use

A student knew that if she put potato pieces into a range of solutions, water would enter the
potato if the solution was more dilute than the potato. Water would leave the potato if the
solution was more concentrated than the potato.

A student wanted to find the concentration inside the potato.

• She prepared salt solutions of different concentrations and poured each one into a
separate petri dish.
• She prepared 5 chips of potato of mass approximately 5 g. She recorded the mass of
each one in Table 4.1.
• She cut the first chip into 10 pieces and placed them into the first solution. See Fig. 4.1.
• She repeated this with the rest of the chips so that each solution contained one of the
weighed and cut chips.
• She left the pieces in the solutions for 30 minutes. After this time she took the pieces
out of each dish, blotted excess solution from the pieces, then weighed them again and
recorded their new masses.

petri dish
solution
potato

Fig. 4.1

Results
Table 4.1
concentration of first mass of new mass of change in
salt solution in potato / g potato / g mass / g
mol / dm3
0 (distilled water) 5.2 5.5
0.1 5.3 5.4
0.2 5.2 5.1
0.3 5.3 5.0
0.4 5.2 4.7

(a) Subtract the new mass from the first mass to find the change in mass of the potato in
each salt solution and complete Table 4.1. [2]

© UCLES 2010 0653/63/O/N/10


11

(b) On the grid provided draw a line graph of change in mass against concentration of For
salt solution. Examiner's
Use
0.5

0.4
change in
mass / g

0.3

0.2

0.1

0 concentration
0.1 0.2 0.3 0.4 of salt solution in
mol / dm3

–0.1

–0.2

–0.3

–0.4

–0.5

[3]

© UCLES 2010 0653/63/O/N/10 [Turn over


12

(c) The concentration inside the potato is equal to the concentration of salt solution that For
produces no change in mass. Examiner's
Use

Find this value from the graph.

concentration inside the potato = mol / dm3 [1]

(d) (i) Describe one possible source of error in her experiment.

(ii) How can she improve the accuracy of her results?

[2]

(e) The solution of concentration 0 mol / dm3 was distilled (deionised) water.

Suggest and explain what would happen if red blood cells were placed in distilled
water.

suggestion

explanation

[2]

© UCLES 2010 0653/63/O/N/10


13

BLANK PAGE

Please turn over for Question 5.

© UCLES 2010 0653/63/O/N/10 [Turn over


14

5 (a) A student is investigating the reaction between marble chips and hydrochloric acid. For
Examiner's
Use
• A marble chip is placed in a test-tube.
• A piece of graph paper is placed behind the tube.
• 3 cm3 of 0.25 mol / dm3 hydrochloric acid is added to the marble and the stopclock
is started.
• When he can clearly see the graph paper through the contents of the tube, he
stops the clock.
• He records the time in Table 5.1.
• The experiment is repeated using different concentrations of acid.

Use the diagrams of the stopclocks in Fig. 5.1 to complete Table 5.1. [2]

min secs min secs

concentration of acid concentration of acid


0.5 mol / dm3 1.0 mol / dm3

Fig. 5.1

Table 5.1

concentration of acid
0.25 0.5 1.0 2.0
in mol / dm3

time taken / s 210 960

(b) Why can the graph paper not be seen through the contents of the tube when the
marble is reacting with acid?

[1]

(c) The marble is in excess. What can be seen in the test-tube after the reaction has
finished that proves this?

[1]

© UCLES 2010 0653/63/O/N/10


15

(d) (i) Plot the results on the grid below and draw a line of best fit. For
Examiner's
1000 Use

time / s

800

600

400

200

0 0.5 1.0 1.5 2.0

concentration of acid in mol / dm3

[3]

(ii) Use your graph to estimate the concentration of the acid used if the reaction
finishes at 10 minutes exactly.

[1]

(e) Draw on the grid a line to represent a set of results produced if the temperature of the
acid is increased. Label this line T. [1]

(f) State one possible source of error in the experiment in part (a).

[1]

© UCLES 2010 0653/63/O/N/10 [Turn over


16

6 A metre rule balances when it is suspended from a hook at the 50 cm mark. A toy metal dog For
is tied to one side, 40 cm from the balance point. A block of iron is hung on the other side so Examiner's
Use
that the rule balances again, as in Fig. 6.1.

hook

0 10 20 30 40 50 60 70 80 90 100

d d1

toy metal block


dog of iron
Fig. 6.1

The dog is moved to another position and the block is moved until the rule balances again.
This is repeated several times and the results recorded in Table 6.1.

Table 6.1

distance of dog from hook


40.0 35.5 29.5 26.0 21.0 15.5 10.0
d / cm

distance of iron from hook


49.5 44.5 32.5 20.0 12.5
d1 / cm

(a) (i) Read the rulers in Fig. 6.2 and Fig. 6.3. Calculate the distances d1 of the block of
iron from the balance point.

Record these distances in Table 6.1. [2]

50 80 90

d = 29.5 cm
d1

Fig. 6.2

© UCLES 2010 0653/63/O/N/10


17

For
Examiner's
Use

50 70 80

d = 21.0 cm
d1

Fig. 6.3

(ii) The experiment is repeated, but this time the toy dog is immersed in a large
beaker of water, as in Fig. 6.4.

hook

0 10 20 30 40 50 60 70 80 90 100

d d2

Fig. 6.4

The same values of d are used and the iron block moved to balance the rule each
time.

© UCLES 2010 0653/63/O/N/10 [Turn over


18

Read the rulers in Fig. 6.5 and Fig. 6.6, then calculate the distances d2 of the block For
of iron from the balance point. Examiner's
Use

Record these distances in Table 6.2. [2]

50 70 80 90

d = 29.5 cm
d2

Fig. 6.5

50 70 80 90

d = 21.0 cm
d2

Fig. 6.6

Table 6.2

distance of dog from hook


40.0 35.5 29.5 26.0 21.0 15.5 10.0
d / cm

distance of iron from hook


43.0 40.5 29.5 18.0 11.5
d2 / cm

(iii) The distances, d2, of the block are subtracted from the distances, d1.

Use data from Table 6.1 and Table 6.2 to help you complete Table 6.3. [1]

Table 6.3

distance of dog d / cm 40.0 35.5 29.5 26.0 21.0 15.5 10.0

(d1 – d2) / cm 6.5 4.0 3.0 2.0 1.0

© UCLES 2010 0653/63/O/N/10


19

(b) The results of a similar experiment were plotted in a graph, Fig. 6.7 and the line of best For
fit drawn. Examiner's
Use

(d1 – d2) / cm

0 10 20 30 40 50

d / cm

Fig. 6.7

Calculate the gradient of the line, which is equal to the density of the metal of the toy
dog.

Show on the graph how you did this.

density of the metal of the toy dog = g / cm3 [2]

© UCLES 2010 0653/63/O/N/10 [Turn over


20

(c) The density can also be found using the mass of the toy dog in grams, and its volume For
in cubic centimetres. Examiner's
Use

Describe in detail how you would find the volume of the toy dog.

[3]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2010 0653/63/O/N/10

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