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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

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International General Certificate of Secondary Education
*1144188971*

COMBINED SCIENCE 0653/21

Paper 2 (Core) October/November 2010
1 hour 15 minutes
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. For Examiner's Use

1
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 2
question.
3

Total

This document consists of 20 printed pages.

IB10 11_0653_21/4RP
© UCLES 2010 [Turn over
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1 (a) State the word equation for photosynthesis. For

Examiner's
Use

+ +

[2]

(b) (i) Name the green pigment found in plant leaves which absorbs energy from
sunlight.

[1]

(ii) Fig. 1.1 is a diagram of a plant cell.

On the diagram, draw a label line to where this green pigment would be found, and
label it P.

Fig. 1.1 [1]

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(c) A student fixed a piece of black paper over a leaf, which was still attached to the plant. For
He left the plant in the sun for two days. Examiner's
Use

He then removed the leaf from the plant and tested it for starch, after removing the
paper.

(i) Using the letters given, list the correct sequence of the steps he took.

A Add iodine solution to the leaf.

B Place the leaf in boiling water.

C Dip the leaf into water to soften it.

D Place the leaf in hot ethanol.

E Spread the leaf on a white tile.

[3]

(ii) Fig. 1.2 shows the leaf before and after he did the starch test.

black
paper

before testing after testing

Fig. 1.2

Iodine solution is orange-brown. It turns blue-black when it is in contact with starch.

Complete the diagram of the leaf after testing in Fig. 1.2. Do not colour the diagram.

Use labels to show which parts would look orange-brown and which parts would
look blue-black. [2]

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2 Fig. 2.1 shows the apparatus a student used to measure the rate of reaction between some For
powdered metal and dilute hydrochloric acid. Examiner's
Use

test-tube full
of water

conical
flask

1.0 g powdered water

metal

dilute
hydrochloric acid

Fig. 2.1

When the student tilted the conical flask, the acid mixed with the powdered metal. If a
reaction occurred, any gas which was produced bubbled up into the test-tube, pushing the
water out. The student timed how long it took for the test-tube to fill with gas.

(a) Describe how the student could test the gas to show that it was hydrogen.

[2]

(b) The student used the apparatus in Fig. 2.1 to compare the rates of reaction between
dilute hydrochloric acid and three powdered metals, X, Y and Z.

The results the student obtained are shown in Table 2.1.

Table 2.1

time for gas to fill the

metal mass of metal / g
test-tube / seconds
X 1.0 150

Y 1.0 45

Z 1.0 no gas was produced

(i) One of the metals used was copper.

State and explain which metal, X, Y or Z, was copper.

metal

explanation

[2]

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(ii) Suggest two ways, other than using a catalyst, in which the student could For
increase the rate of reaction between metal X and dilute hydrochloric acid. Examiner's
Use

[2]

(c) Fig. 2.2 shows another experiment in which the student added zinc carbonate to dilute
sulfuric acid. A gas was given off and, when the bubbling stopped, some solid zinc
carbonate remained in the mixture.

zinc carbonate
solid zinc carbonate
remaining

dilute
sulfuric
acid

Fig. 2.2

(i) State the chemical formula of sulfuric acid.

[1]

(ii) Explain why the reaction eventually stopped even though some zinc carbonate
powder remained.

[1]

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3 Fig. 3.1 shows a rock that is falling from the top of a cliff into the river below. For
Examiner's
Use

cliff

falling
rock

river

Fig. 3.1

(a) (i) As the rock falls, it gains kinetic energy.

Name the form of energy the rock had at the top of the cliff.

[1]

(ii) Suggest what happens to the kinetic energy of the rock when the rock hits the
water.

[2]

(b) Fig. 3.2 shows a speed-time graph for the motion of the rock.

25

20

15
speed
m/s
10

0
0 1 2 3 4 5 6 7

time / s

Fig. 3.2

(i) After how many seconds was the speed of the rock 15 m / s?

s [1]

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(ii) The rock is accelerating. Explain the meaning of the term accelerating. For
Examiner's
Use

[1]

(c) The rock contains radioactive substances emitting high levels of ionising radiation.

(i) State how the radioactivity could be detected.

[1]

(ii) Explain why it would be dangerous for a person to handle this rock without proper
protection.

[1]

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4 Copper metal reacts with oxygen gas to form the black solid, copper oxide. For
Examiner's
Use
(a) (i) Use this example to describe one difference between elements and compounds.

[2]

(ii) State why this reaction is an example of oxidation.

[1]

(iii) Name the type of chemical bonding found in copper oxide.

[1]

(b) Fig. 4.1 shows apparatus used in the electrolysis of copper chloride solution.

– power +
supply

Fig. 4.1

(i) On the diagram, clearly label the anode and the electrolyte. [2]

(ii) Copper chloride solution contains copper ions and chloride ions in water.

State briefly two differences between a chlorine atom and a chloride ion.

[2]

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(iii) Copper is a pink/orange metal and chlorine is a gas. For

Examiner's
Use
Describe what would be observed at the positive and negative electrodes during
electrolysis of copper chloride solution.

observation at positive electrode

observation at negative electrode

[2]

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5 (a) Fig. 5.1 shows some of the different types of radiation in the electromagnetic spectrum. For
Examiner's
Use

ultra- visible infra- radio

gamma
violet light red waves

Fig. 5.1

Write the names of the missing types of radiation in the two empty spaces. [2]

(b) Fig. 5.2 shows a ray of light hitting a mirror.

air 50°

mirror

Fig. 5.2

(i) On Fig. 5.2, label the normal. [1]

(ii) On Fig. 5.2, draw the reflected ray. [1]

(iii) State the value of the angle of reflection. ° [1]

(c) A sound wave has a frequency of 500 Hz.

(i) Explain the meaning of the term frequency.

[1]

(ii) State the approximate range of audible frequencies detected by the normal human
ear.

[1]

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(d) Fig. 5.3 shows the wave traces made by four sounds. For
Examiner's
Use

trace A trace B

trace C trace D

Fig. 5.3

(i) Which trace shows the sound wave with the lowest pitch?

[1]

(ii) Which trace shows the sound wave with the smallest amplitude?

[1]

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6 (a) Complete the sentences about the human nervous system, using some of the words in For
the list. Examiner's
Use

biceps brain detectors effectors

nerves receptors

Specialised cells in the human nervous system detect external stimuli. These cells are

called . They convert the stimulus into electrical impulses in

, which carry the impulse to the central nervous system.

The central nervous system then sends impulses to parts of the body that respond to the

stimulus, such as muscles or glands. These parts are called . [3]

(b) When we smell food, the salivary glands respond by secreting saliva.

Saliva contains the enzyme amylase, which breaks down large starch molecules to
smaller sugar molecules.

(i) Explain what is meant by the term enzyme.

[2]

(ii) Name the process by which large molecules are broken down to small ones in the
alimentary canal.

[1]

(iii) Explain why this process is necessary.

[2]

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7 (a) Complete Table 7.1 to show the correct symbols of these electrical components. One For
symbol has been drawn for you. Examiner's
Use

Table 7.1

component electrical symbol

lamp

ammeter

fixed resistor
[2]

(b) A student set up the electric circuit in Fig. 7.1.

It contained three lamps L1, L2 and L3.

It contained three switches S1, S2 and S3.

S1

S3

L1 L3

L2

S2

Fig. 7.1

In Table 7.2, write the words ‘on’ or ‘off’ to show when each lamp is lit or not lit for
each set of switch positions.

Table 7.2

switch position lamp ‘on’ or ‘off’

S1 S2 S3 L1 L2 L3

closed closed closed

closed closed open

closed open open

[3]

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(c) The student then set up another electric circuit shown in Fig. 7.2. For
Examiner's
Use

lamp A lamp B

Fig. 7.2

She noticed that neither lamp A nor lamp B lit up. She found nothing wrong with lamp
A but the filament in lamp B was broken.

(i) Explain why lamp A did not light up.

[1]

(ii) She replaced lamp B with a new lamp C. The resistance of both lamp A and
lamp C was 5 ohms when lit.

Calculate the combined resistance of both lamps in the working circuit.

State the formula that you use and show your working.

formula used

working

ohms [2]

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(d) Fig. 7.3 shows an electrical device. For

Examiner's
Use

primary coil
secondary coil
20 turns
200 turns
23 V a.c.

Fig. 7.3

(i) Name the device. [1]

(ii) Calculate the output voltage.

Use the formula Vp / Vs = Np / Ns.

Show your working.

V [1]

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8 In jet engines, hydrocarbon molecules from the jet fuel mix with air and burn. This releases For
a large amount of energy and produces a mixture of waste gases. These waste gases pass Examiner's
Use
out through the back of the jet engine into the atmosphere.

waste gases

air
jet engine

(a) Fig. 8.1 shows a molecule of octane, which is a typical hydrocarbon molecule in jet
fuel.

octane
key
carbon atom

hydrogen atom

Fig. 8.1

(i) State the chemical formula of octane.

[1]

(ii) Complete the word equation below for the complete combustion of octane.

octane + +

[2]
(iii) Explain why the mixture of gases coming from the rear of the jet engine contains a
large amount of nitrogen.

[2]

(iv) Explain why the metallic parts of the jet engine become hot when it is working.

[1]

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(b) (i) A carbon atom has a proton (atomic) number 6 and a nucleon (mass) number 12. For
Examiner's
Use
State the number of neutrons and electrons in this carbon atom.

number of neutrons

number of electrons [2]

(ii) State the chemical symbol of another element which is in the same group in the
Periodic Table as carbon.

[1]

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9 The gray wolf is a predator that lives in North America. For

Examiner's
Use

(a) The gray wolf’s diet consists mainly of white-tailed deer, beavers and snowshoe hares.

These are all herbivores. They eat plants.

(i) Construct a food web including all the organisms mentioned above.

[3]

(ii) State what the arrows in your food web represent.

[1]

(iii) Name the producers in the food web you have drawn.

[1]

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(b) Some of the chemicals in a gray wolf’s body contain carbon. When a wolf dies, its body For
is broken down by decomposers and the carbon is returned to the air. Examiner's
Use

(i) Name one type of chemical in a wolf’s body that contains carbon.

[1]

(ii) Explain how the carbon from a wolf’s body is returned to the air after the wolf dies.

[2]

(c) Some gray wolves are born with darker fur than others. They can pass this fur colour to
their offspring.

If wolves live in cold places, they grow longer fur than wolves that live in warm places.
They cannot pass their fur length to their offspring.

Tick two boxes to show the cause of each of these types of variation in wolves’ fur.

cause fur colour fur length

genes only

environment only

genes and environment

[2]

© UCLES 2010 0653/21/O/N/10

© UCLES 2010
DATA SHEET
The Periodic Table of the Elements
Group
I II III IV V VI VII 0
1 4
H He
Hydrogen Helium
1 2

7 9 11 12 14 16 19 20
Li Be B C N O F Ne
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 4 5 6 7 8 9 10

23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Phosphorus Sulfur Chlorine Argon
11 12 13 14 15 16 17 18

39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84

K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton

publisher will be pleased to make amends at the earliest possible opportunity.

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
20

85 88 89 91 93 96 101 103 106 108 112 115 119 122 128 127 131

Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon

0653/21/O/N/10
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

133 137 139 178 181 184 186 190 192 195 197 201 204 207 209

Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Caesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
55 56 57 * 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86

226 227
Fr Ra Ac

Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
Francium Radium Actinium
87 88 89

140 141 144 150 152 157 159 162 165 167 169 173 175
*58-71 Lanthanoid series
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
90-103 Actinoid series Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium
58 59 60 61 62 63 64 65 66 67 68 69 70 71
a a = relative atomic mass 232 238
Key X X = atomic symbol Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
b b = proton (atomic) number 90 91 92 93 94 95 96 97 98 99 100 101 102 103

The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.).

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the