University of Cambridge International Examinations International General Certificate of Secondary Education
University of Cambridge International Examinations International General Certificate of Secondary Education
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*
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.
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.
Total
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
(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
(c) (i) Suggest a reason for the relatively large initial drop in temperature.
[2]
(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
[2]
BLANK PAGE
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
[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]
(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
[1]
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
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]
1 1
0 2 0 2
ammeter ammeter
Fig. 3.2
(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.
[1]
(e) Suggest how the ammeter readings in Table 3.1 will change if an increased length of
wire Z is used.
[1]
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.
• 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]
(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]
(c) The concentration inside the potato is equal to the concentration of salt solution that For
produces no change in mass. Examiner's
Use
[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]
BLANK PAGE
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]
Fig. 5.1
Table 5.1
concentration of acid
0.25 0.5 1.0 2.0
in mol / dm3
(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]
(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
[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]
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
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
(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.
50 80 90
d = 29.5 cm
d1
Fig. 6.2
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.
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
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
(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
(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.
(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]
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