Triple Science Pack 2016

Triple Science IGCSE Exam
Academic year 2015-16
Prepare The exams are on throughout May. You should use the time from now to then
productively by spending an hour or so a night (a couple of hours a day at the weekends)
quietly in your room making notes and revising. Just reading through is not revising. Actively
do questions or create revision resources.
During the exams, be ready, have the right equipment. Have the right amount of sleep (8
hours). The more preparation you do now means the less worry you will have later.
Exam Materials – For each of your exams you will need pens, pencils, rubber, sharpener,
ruler, protractor, calculator, pair of compasses. Prepare a clear pencil case containing all of
your equipment for the start of the exams as it may not be available on the exam day.
Exam Timetable:
Exam date Subject Exam type

4th May Biology Paper 6 Alternative to practical
10th May Chemistry Paper 6 Alternative to practical
12th May Physics Paper 6 Alternative to practical
17th May Biology Paper 2 Multiple choice (extended)
17th May Biology Paper 4 Short answer (extended)
19th May Chemistry Paper 2 Multiple choice (extended)
19th May Chemistry Paper 4 Short answer (extended)
25th May Physics Paper 2 Multiple choice (extended)
25th May Physics Paper 4 Short answer (extended)
Topics to revise for the exam.
BIOLOGY 14. Coordination and 6. Chemical energetics

1. Characteristics and response 7. Chemical reactions
classification of 15. Drugs 8. Acids, bases and
living organisms 16. Reproduction salts
2. Organisation of the 17. Inheritance 9. The Periodic Table
organism 18. Variation and 10. Metals
3. Movement in and selection 11. Air and water
out of cells 19. Organisms and their 12. Sulfur
4. Biological environment 13. Carbonates
molecules 20. Biotechnology and 14. Organic chemistry
5. Enzymes genetic engineering
6. Plant nutrition 21. Human influences
7. Human nutrition on ecosystems
PHYSICS
8. Transport in plants
CHEMISTRY 1. General physics
9. Transport in
1. The particulate 2. Thermal physics
animals
nature of matter 3. Properties of waves,
10. Diseases and
2. Experimental including light and
immunity
techniques sound
11. Gas exchange in
3. Atoms, elements 4. Electricity and
humans
and compounds magnetism
12. Respiration
4. Stoichiometry 5. Atomic physics
13. Excretion in
5. Electricity and
humans
chemistry
Answers
Always read and use the information given in the question. If it seems you don’t know how to
answer a question re-read the information you have been given and make sure you’ve
understood it. Pick out the key words and take a moment to think about your answer. Ask
yourself if what you are writing is what the question is looking for.
There is a new layout of the exams, a core and extended multiple choice paper has been
added.
Paper 2 is the extended multiple choice. You can normally eliminate 2 of the answers
straight away. Then look carefully at the wording of the remaining two. The wording may be
very similar so you need to know your content.
For all the written papers, make sure you use the syllabus to learn the difference
between prompt words. For example, when describing you say what you see, but when you
explain you say why.
Paper 4 requires you to give short answers. Look at the number of marks the question
is worth, that is how many separate points you should make. If someone can ask you “why”
then you’ve not answered in enough detail. Ensure when you are revising, you write all the key
words for each topic. It is very easy to lose a mark for explaining by not including a key word. If
the question asks you to quote data, then you must do so! Quote pairs of data and the units
used in the table or graph you are given. Always show your calculations as there may be
marks even if you don’t have the correct final answer.
Paper 6 needs you to learn the practicals for each course. Learn them step by step and
all the tests from the appendix in each syllabus. Look at the mark schemes to learn what you
need to include when drawing a graph. Write to the same number of decimal places that any
other data in the question uses. If you are asked how you carry out a practical safely, include
one safety feature such as “goggles”, it will give you an easy mark.
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
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International General Certificate of Secondary Education
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CHEMISTRY 0620/11
Paper 1 Multiple Choice May/June 2013
45 Minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*9639789716*
Soft pencil (type B or HB is recommended)
READ THESE INSTRUCTIONS FIRST
Write in soft pencil.

Do not use staples, paper clips, highlighters, glue or correction fluid.
Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless
this has been done for you.
DO NOT WRITE IN ANY BARCODES.
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Read the instructions on the Answer Sheet very carefully.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
A copy of the Periodic Table is printed on page 16.
Electronic calculators may be used.
This document consists of 15 printed pages and 1 blank page.
IB13 06_0620_11/RP
© UCLES 2013 [Turn over
2
1 The diagram shows a cup of tea.
Which row describes the water particles in the air above the cup compared with the water
particles in the cup?
moving faster closer together
A
B
C
D
2 Crystals of sodium chloride were prepared by the following method.
1 25.0 cm3 of dilute hydrochloric acid was accurately measured into a conical flask.
2 Aqueous sodium hydroxide was added until the solution was neutral. The volume of
sodium hydroxide added was measured.
3 The solution was evaporated and the crystals washed with approximately 15 cm3 of
water.
Which row shows the pieces of apparatus used to measure the 25.0 cm3 of hydrochloric acid, the
volume of aqueous sodium hydroxide and the 15 cm3 of water?
25.0 cm3 of hydrochloric the volume of aqueous 15 cm3 of water

acid accurately sodium hydroxide added approximately
A burette pipette measuring cylinder

B measuring cylinder burette pipette
C pipette burette measuring cylinder
D pipette measuring cylinder burette
© UCLES 2013 0620/11/M/J/13

3
3 Lead iodide is insoluble in water.
Lead iodide is made by adding aqueous lead nitrate to aqueous potassium iodide.
Which pieces of apparatus are needed to obtain solid lead iodide from 20 cm3 of aqueous lead
nitrate?
1 2 3 4 5
A 1, 2 and 4 B 1, 3 and 5 C 1, 4 and 5 D 2, 4 and 5
27
4 Element X is represented by 13 X.
Which statement about element X is correct?
A An atom of X contains 13 protons and 13 neutrons.

B An atom of X contains 27 protons and 13 electrons.
C X forms an ion by gaining electrons.
D X is placed in Group III of the Periodic Table.
5 The positions of four elements are shown on the outline of the Periodic Table.
Which element forms a coloured oxide?
B C
D
© UCLES 2013 0620/11/M/J/13 [Turn over

4
6 For which substance is the type of bonding not correct?
type of bonding
substance
ionic covalent metallic
A chlorine
B potassium bromide
C sodium
D sodium chloride
7 Element X has six electrons in its outer shell.
e e key
e = electron
e
e
e e
How could the element react?
A by gaining two electrons to form a positive ion

B by losing six electrons to form a negative ion
C by sharing two electrons with two electrons from another element to form two covalent bonds
D by sharing two electrons with two electrons from another element to form four covalent bonds
8 The diagram shows an incomplete circuit.
lamp
glass tube
Which substance causes the lamp to light when added to the glass tube?
A aqueous sodium chloride

B aqueous sugar
C solid sodium chloride
D solid sugar
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9 A compound with the formula XF2 has a relative formula mass of 78.
What is element X?
A argon
B calcium
C neon
D zirconium
10 What is the balanced chemical equation for the reaction between calcium and water?
A Ca + H2O → CaOH + H2
B Ca + H2O → Ca(OH)2 + H2
C Ca + 2H2O → CaOH + H2
D Ca + 2H2O → Ca(OH)2 + H2
11 The diagram shows an electrical cable.
plastic coating
metal core
Which statement about the substances used is correct?
A The coating is plastic because it conducts electricity well.

B The core is copper because it conducts electricity well.
C The core is copper because it is cheap and strong.
D The core is iron because it is cheap and strong.

6
12 The diagram shows an electrolysis circuit.
At which electrode is hydrogen formed?
+ – + –
A B C D
aqueous molten
sodium sodium
chloride chloride
13 Some white anhydrous copper(II) sulfate powder is put into a beaker of water and stirred.
What would show that the process was exothermic?
A A blue solution is formed.

B The beaker feels cooler.
C The beaker feels warmer.
D The powder dissolves in the water.
14 Which substance does not require oxygen in order to produce energy?
A coal
B hydrogen
C natural gas
235
D U
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7
15 The equation shows the formation of anhydrous copper(II) sulfate from hydrated copper(II)
sulfate.
CuSO4.5H2O CuSO4 + 5H2O
Statements 1, 2 and 3 refer to this reaction.
1 Hydrated copper(II) sulfate is reduced to anhydrous copper(II) sulfate.
2 The (II) in the name copper(II) sulfate refers to the oxidation state of the metal.
3 The reaction is reversible.
Which statements are correct?
A 1 only B 1 and 2 C 2 and 3 D 3 only
16 Calcium carbonate reacts with hydrochloric acid to form carbon dioxide.
Which changes would slow this reaction down?
1 decreasing the concentration of hydrochloric acid

2 decreasing the particle size of calcium carbonate
3 decreasing the temperature
A 1 and 2 only B 1 and 3 only C 2 and 3 only D 1, 2 and 3
17 The equations represent redox reactions.
In which equation is the underlined substance acting as a reducing agent?
A 3CO + Fe2O3 → 2Fe + 3CO2
B CO2 + C → 2CO
C CuO + H2 → Cu + H2O
D CaO + H2O → Ca(OH)2
18 Ant stings hurt because of the methanoic acid produced by the ant.
Which substance could, most safely, be used to neutralise the acid?
substance pH
A baking soda 8
B car battery acid 1
C lemon juice 3
D oven cleaner 14

8
19 The diagram shows one period of the Periodic Table.
Li Be B C N O F Ne
Which two elements form acidic oxides?
A carbon and lithium

B carbon and neon
C carbon and nitrogen
D nitrogen and neon
20 The diagram shows an experiment.
blue red
litmus paper litmus paper
aqueous
ammonium chloride
+
aqueous
sodium hydroxide
heat
What happens to the pieces of litmus paper?
blue litmus paper red litmus paper
A changes colour changes colour

B changes colour no colour change
C no colour change changes colour
D no colour change no colour change
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21 Two indicators, bromophenol blue and Congo red, show the following colours in acidic solutions
and in alkaline solutions.
indicator acid alkali
bromophenol blue yellow blue

Congo red violet red
A few drops of each indicator are added to separate samples of a solution of pH 2.
What are the colours of the indicators in this solution?
in a solution of pH 2
bromophenol blue is Congo red is
A blue red
B blue violet
C yellow red
D yellow violet
22 Which property of elements increases across a period of the Periodic Table?
A metallic character
B number of electron shells
C number of outer shell electrons
D tendency to form positive ions
23 Which element is a transition metal?
colour of melting point of

chloride element / °C
A white 113
B white 1495
C yellow 113
D yellow 1495

10
24 Fluorine is at the top of Group VII in the Periodic Table.
Which row shows the properties of fluorine?
state at room reaction with aqueous

colour
temperature potassium iodide
A brown gas no reaction

B brown liquid iodine displaced
C yellow gas iodine displaced
D yellow liquid no reaction
25 Group I metals are also known as the Alkali Metals.
Which statement about the metals in Group I is not correct?
A In their reactions they lose electrons.

B Their atoms all have one electron in their outer shell.
C They form +1 ions in their reactions with non-metals.
D They form covalent compounds by sharing electrons.
26 Which element is a metal?
charge on electrical
element ion conductivity
A negative low
B positive high
C negative high
D positive low
27 Which property makes aluminium ideal for making food containers?
A conducts electricity
B conducts heat
C mechanical strength
D resistance to corrosion
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11
28 Which substance is not involved in the extraction of iron from hematite?
A carbon
B carbon monoxide
C calcium carbonate
D nitrogen
29 Pure metals conduct electricity and can be hammered into different shapes.
Why are metals sometimes used as alloys?
A Alloys are cheaper than the metals they are made from.
B Alloys are easier to hammer into different shapes.
C Alloys are harder and keep their shape better.
D Alloys conduct electricity better.
30 Below are some metals in decreasing order of reactivity.
magnesium
zinc
iron
copper
Titanium reacts with acid and cannot be extracted from its ore by heating with carbon.
Where should titanium be placed in this list?
A below copper
B between iron and copper
C between magnesium and zinc
D between zinc and iron
31 Water has been contaminated with sea-water.
Which substances can be removed by chlorination and filtration?
A bacteria, sand and sodium chloride

B bacteria and sand only
C bacteria and sodium chloride only
D sand and sodium chloride only

12
32 Iron rusts when it reacts with ……1……
Rusting can be prevented by covering the iron with a more reactive metal, such as ……2……
Which words correctly complete gaps 1 and 2?
1 2
A oxygen copper
B oxygen magnesium
C oxygen and water copper
D oxygen and water magnesium
33 Nitrogen, phosphorus and potassium are essential elements for plant growth.
Which mixture provides all three essential elements?
mixture formula
A ammonium phosphate (NH4)3PO4

+ +
potassium chloride KCl
B ammonium phosphate (NH4)3PO4

+ +
ammonium nitrate NH4NO3
C ammonium phosphate (NH4)3PO4

+ +
ammonium chloride NH4Cl
D ammonium nitrate NH4NO3

+ +
potassium chloride KCl
34 Which information about carbon dioxide and methane is correct?
carbon dioxide methane
A formed when vegetation decomposes key

B greenhouse gas = true
C present in unpolluted air = false
D produced during respiration
© UCLES 2013 0620/11/M/J/13

13
35 The list shows four methods that were suggested for the formation of carbon dioxide.
1 action of an alkali on a carbonate

2 action of heat on a carbonate
3 complete combustion of methane
4 reaction of a carbonate with oxygen
Which methods would result in the production of carbon dioxide?
A 1 and 2 B 1 and 4 C 2 and 3 D 3 and 4
36 Organic compounds may have names ending in -ane, -ene, -ol or -oic acid.
How many of these endings indicate the compounds contain double bonds in their molecules?
A 1 B 2 C 3 D 4
37 The table shows the boiling points of four members of the homologous series of alcohols.
compound boiling point

name formula / °C
methanol CH3OH 65
ethanol C2H5OH 78
propanol C3H7OH X
butanol C4H9OH 117
What is the value of X?
A 55 °C B 82 °C C 98 °C D 115 °C

14
38 The table shows some fractions that are obtained from petroleum by fractional distillation,
together with some of their uses.
fraction use
refinery gas cooking

gasoline fuel for cars
1 making chemicals
2 jet fuel
3 fuel for ships
bitumen making roads
Which row correctly identifies fractions 1, 2 and 3?
1 2 3
A diesel oil fuel oil lubricating fraction

B fuel oil diesel oil kerosene
C kerosene naphtha diesel oil
D naphtha kerosene fuel oil
39 Which columns describe the hydrocarbons ethane and ethene?
1 2 3 4
state at room temperature gas gas liquid liquid

reaction with oxygen burns burns burns burns
reaction with aqueous decolourises decolourises
no reaction no reaction
bromine bromine bromine
A 1 (ethane) and 2 (ethene)

B 1 (ethane) and 4 (ethene)
C 2 (ethene) and 3 (ethane)
D 3 (ethane) and 4 (ethene)
40 Which of the statements about ethanol are correct?
1 Ethanol can be formed by an addition reaction.

2 Ethanol can be formed by fermentation.
3 When ethanol burns in air, it forms carbon dioxide and water.
A 1, 2 and 3 B 1 and 2 C 1 and 3 D 2 and 3
© UCLES 2013 0620/11/M/J/13

15
BLANK PAGE
© UCLES 2013 0620/11/M/J/13

© UCLES 2013
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
16
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 Tin Antimony Tellurium Xenon
0620/11/M/J/13
Indium Iodine
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.).
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
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
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CHEMISTRY 0620/31
Paper 3 (Extended) May/June 2013
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
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 pencil for any diagrams, graphs or rough working.
Answer all questions.

A copy of the Periodic Table is printed on page 12.
You may lose marks if you do not show your working or if you do not use appropriate units.
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.
This document consists of 12 printed pages.
IB13 06_0620_31/2RP
2
For
1 Petroleum contains hydrocarbons which are separated by fractional distillation. Examiner’s
Use
(a) (i) Complete the following definition of a hydrocarbon.
A hydrocarbon is a compound which .........................................................................
.............................................................................................................................. [2]
(ii) Explain what is meant by the term fractional distillation.
....................................................................................................................................
....................................................................................................................................
.............................................................................................................................. [2]
(b) Some of the fractions obtained from petroleum are given below.
State a use for each fraction.
bitumen ....................................................................
lubricating fraction ...................................................
paraffin fraction ........................................................
gasoline fraction ...................................................... [4]
[Total: 8]
2 An element, M, has the electron distribution 2 + 8 + 18 + 3.
(a) Which group in the Periodic Table is element M likely to be in?
..................................................................................................................................... [1]
(b) Predict whether element M is a poor or a good conductor of electricity.

Give a reason for your answer.
..................................................................................................................................... [1]
(c) Binary compounds contain two atoms per molecule, for example HCl.
Identify an element which could form a binary compound with element M.
..................................................................................................................................... [1]
(d) Predict the formula of the sulfate of M. The formula of the sulfate ion is SO42–.
..................................................................................................................................... [1]
© UCLES 2013 0620/31/M/J/13

3
For
(e) The hydroxide of M is a white powder which is insoluble in water. Examiner’s
Describe how you could show that this hydroxide is amphoteric. Use
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 6]
3 A small piece of marble, CaCO3, was added to 5.0 cm3 of hydrochloric acid, concentration
1.0 mol / dm3, at 25 °C. The time taken for the reaction to stop was measured. The experiment
was repeated using 5.0 cm3 of different solutions of acids. The acid was in excess in all of the
experiments.
Typical results are given in the table.
experiment temperature / °C acid solution time / min

1 25 hydrochloric acid 1.0 mol / dm3 3
3 25 ethanoic acid 1.0 mol / dm3 10
(a) (i) Explain why it is important that the pieces of marble are the same size and the same
shape.
....................................................................................................................................
....................................................................................................................................
.............................................................................................................................. [2]
(ii) How would you know when the reaction had stopped?
.............................................................................................................................. [1]
(b) The equation for the reaction in experiment 1 is:
CaCO3(s) + 2HCl (aq) → CaCl 2(aq) + CO2(g) + H2O(l)
Complete the following ionic equation.
CaCO3(s) + 2H+(aq) → ............ + ............ + ............

[1]

4
For
(c) (i) Explain why the reaction in experiment 1 is faster than the reaction in experiment 2. Examiner’s
Use
....................................................................................................................................
.............................................................................................................................. [1]
(ii) The acids used for experiment 1 and experiment 3 have the same concentration.
Explain why experiment 3 is slower than experiment 1.
....................................................................................................................................
....................................................................................................................................
.............................................................................................................................. [2]
(iii) Explain in terms of collisions between reacting particles why experiment 4 is slower
than experiment 1.
....................................................................................................................................
....................................................................................................................................
.............................................................................................................................. [3]
[Total: 10]
4 The structural formula of cyclohexane is drawn below.
CH2
H2C CH2
H 2C CH2
CH2
(a) The name gives information about the structure of the compound.
Hex because there are six carbon atoms and cyclo because they are joined in a ring.
What information about the structure of this compound is given by the ending ane?
...........................................................................................................................................
..................................................................................................................................... [2]
(b) What are the molecular and empirical formulae of cyclohexane?
molecular formula .............................
empirical formula .............................. [2]
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For
(c) Draw the structural formula of cyclobutane. Examiner’s
Use
[1]
(d) (i) Deduce the molecular formula of hexene.
.............................................................................................................................. [1]
(ii) Explain why cyclohexane and the alkene, hexene, are isomers.
....................................................................................................................................
....................................................................................................................................
.............................................................................................................................. [2]
(e) Describe a test which would distinguish between cyclohexane and the unsaturated
hydrocarbon hexene.
test ....................................................................................................................................
result of test with cyclohexane ..........................................................................................
...........................................................................................................................................
result of test with hexene ..................................................................................................
..................................................................................................................................... [3]
[Total: 11]

6
For
5 The reactivity series shows the metals in order of reactivity. Examiner’s
Use
(a) The reactivity series can be established using displacement reactions. A piece of zinc is
added to aqueous lead nitrate. The zinc becomes coated with a black deposit of lead.
Zn + Pb2+ → Zn2+ + Pb
Zinc is more reactive than lead.
The reactivity series can be written as a list of ionic equations.
...... → ...... + ...... most reactive metal : the best reductant (reducing agent)
Zn → Zn2+ + 2e–
Fe → Fe2+ + 2e–
Pb → Pb2+ + 2e–
Cu → Cu2+ + 2e–
Ag → Ag+ + e–
(i) In the space at the top of the list, write an ionic equation for a metal which is more
reactive than zinc. [1]
(ii) Write an ionic equation for the reaction between aqueous silver(I) nitrate and zinc.
.............................................................................................................................. [2]
(iii) Explain why the positive ions are likely to be oxidants (oxidising agents).
.............................................................................................................................. [1]
(iv) Deduce which ion is the best oxidant (oxidising agent).
.............................................................................................................................. [1]
(v) Which ion(s) in the list can oxidise lead metal?
.............................................................................................................................. [1]
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For
(b) A reactivity series can also be established by measuring the voltage of simple cells. The Examiner’s
diagram shows a simple cell. Use
voltmeter
V
cadmium copper
electrode electrode
sulfuric acid
Results from cells using the metals tin, cadmium, zinc and copper are given in the table
below.
electrode 1 electrode 2
cell voltage / volts
positive electrode negative electrode
1 copper cadmium 0.74

2 copper tin 0.48
3 copper zinc 1.10
Write the four metals in order of increasing reactivity and explain how you used the data
in the table to determine this order.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 9]
6 Ammonia is a compound which only contains the elements nitrogen and hydrogen. It is a
weak base.
(a) (i) Define the term base.
.............................................................................................................................. [1]
(ii) Given aqueous solutions of ammonia and sodium hydroxide, both having a
concentration of 0.1 mol / dm3, how could you show that ammonia is the weaker
base?
....................................................................................................................................
....................................................................................................................................
.............................................................................................................................. [2]

8
For
(b) Ammonia is manufactured by the Haber Process. The economics of this process require Examiner’s
that as much ammonia as possible is made as quickly as possible. Use
Explain how this can be done using the following information.
The conditions for the following reversible reaction are:
● 450 °C
● 200 atmospheres pressure
● iron catalyst
N2(g) + 3H2(g) 2NH3(g) the reaction is exothermic
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
(c) Another compound which contains only nitrogen and hydrogen is hydrazine, N2H4.
Complete the equation for the preparation of hydrazine from ammonia.
.....NH3 + NaCl O → N2H4 + ............ + H2O [2]
(d) The structural formula of hydrazine is given below.
H H
N N
H H
Draw a diagram showing the arrangement of the valency electrons in one molecule of
the covalent compound hydrazine.
Use x to represent an electron from a nitrogen atom.
Use o to represent an electron from a hydrogen atom.
[3]
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For
(e) Hydrazine is a weak base and it removes dissolved oxygen from water. It is added to Examiner’s
water in steel boilers to prevent rusting. Use
(i) One way it reduces the rate of rusting is by changing the pH of water.
What effect would hydrazine have on the pH of water?
.............................................................................................................................. [1]
(ii) Give a reason, other than pH, why hydrazine reduces the rate of rusting.
.............................................................................................................................. [1]
[Total: 15]
7 The hydroxides of the Group I metals are soluble in water. Most other metal hydroxides are
insoluble in water.
(a) (i) Crystals of lithium chloride can be prepared from lithium hydroxide by titration.
burette filled with

hydrochloric acid of
concentration 2.20 mol / dm3
conical flask
25.0 cm3 of aqueous lithium hydroxide

and indicator
25.0 cm3 of aqueous lithium hydroxide is pipetted into the conical flask.
A few drops of an indicator are added. Dilute hydrochloric acid is added slowly to the
alkali until the indicator just changes colour. The volume of acid needed to neutralise
the lithium hydroxide is noted.
A neutral solution of lithium chloride, which still contains the indicator, is left. Describe
how you could obtain a neutral solution of lithium chloride which does not contain an
indicator.
....................................................................................................................................
.............................................................................................................................. [2]

10
For
(ii) You cannot prepare a neutral solution of magnesium chloride by the same method. Examiner’s
Describe how you could prepare a neutral solution of magnesium chloride. Use
....................................................................................................................................
....................................................................................................................................
.............................................................................................................................. [3]
(b) The concentration of the hydrochloric acid was 2.20 mol / dm3. The volume of acid needed
to neutralise the 25.0 cm3 of lithium hydroxide was 20.0 cm3. Calculate the concentration
of the aqueous lithium hydroxide.
LiOH + HCl → LiCl + H2O
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(c) Lithium chloride forms three hydrates. They are LiCl.H2O, LiCl.2H2O and LiCl.3H2O.
Which one of these three hydrates contains 45.9 % of water?
Show how you arrived at your answer.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]
8 There are three types of giant structure - ionic, metallic and giant covalent.
(a) In an ionic compound, the ions are held in a lattice by strong forces.
(i) Explain the term lattice.
....................................................................................................................................
.............................................................................................................................. [2]
(ii) Explain how the ions are held together by strong forces.
....................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2013 0620/31/M/J/13

11
For
(b) Describe the bonding in a typical metal. Examiner’s
Use
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(c) The electrical conductivities of the three types of giant structure are given in the following
table.
type of structure conductivity of solid conductivity of liquid
ionic poor good

metallic good good
giant covalent poor poor
Explain the differences in electrical conductivity between the three types of giant structure
and the difference, if any, between the solid and liquid states of the same structure.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [5]
[Total: 11]

© UCLES 2013
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
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
12
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
0620/31/M/J/13
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
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
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.).
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included the
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*0139348906*
CHEMISTRY 0620/61
Paper 6 Alternative to Practical May/June 2013
1 hour
You may use a pencil for any diagrams, graphs or rough working.

IB13 06_0620_61/2RP
2
For
1 Electricity was passed through a solution of concentrated hydrochloric acid using the Examiner’s
apparatus shown. Use
hydrogen
concentrated
hydrochloric acid
+ –
(a) Complete the boxes to identify the parts of the apparatus labelled. [2]
(b) Describe the test for hydrogen.
test ....................................................................................................................................
result ........................................................................................................................... [2]
(c) Describe how a sample of the gas given off at the positive electrode could be collected
and its volume measured.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(d) The experiment was repeated using a concentrated aqueous solution of sodium chloride
instead of hydrochloric acid.
(i) State the name of the solution formed.
.............................................................................................................................. [1]
(ii) Give a test to show the presence of this product.
.............................................................................................................................. [1]
[Total: 8]
© UCLES 2013 0620/61/M/J/13

3
For
2 A student found a recipe for making elderberry wine by fermentation. Examiner’s
Use
1 kg elderberries
0.5 kg sugar
10 g yeast granules
3 dm3 water
The student decided to make some elderberry wine using the apparatus below.
airlock
water
fermenting mixture
The student carried out the following method.
Step 1 The elderberries were crushed.
Step 2 The crushed elderberries and sugar were added to the water and the mixture was
boiled for ten minutes. The crushed elderberries were then separated from the
mixture.
Step 3 Yeast was added to the liquid when it had cooled to room temperature.
(a) Suggest the purpose of the airlock in the apparatus.
..................................................................................................................................... [1]
(b) What apparatus could be used in Step 1?
..................................................................................................................................... [1]
(c) Draw a labelled diagram of the apparatus used to separate the crushed elderberries from
the mixture in Step 2.
[2]
(d) Why was the yeast in Step 3 not added until the liquid was at room temperature?
..................................................................................................................................... [1]

4
For
(e) (i) State one observation during the fermentation. Examiner’s
Use
.............................................................................................................................. [1]
(ii) Suggest how the rate of the fermentation reaction could be measured.
....................................................................................................................................
.............................................................................................................................. [2]
(f) Name the method that could be used to separate ethanol from the fermented mixture.
..................................................................................................................................... [1]
[Total: 9]
© UCLES 2013 0620/61/M/J/13

5
For
3 A student investigated the reaction between two different solids, C and D, and excess dilute Examiner’s
hydrochloric acid. Use
Five experiments were carried out.
(a) Experiment 1
A measuring cylinder was used to pour 30 cm3 of dilute hydrochloric acid into a polystyrene
cup. The temperature of the dilute hydrochloric acid was measured. 1 g of solid C was
added to the dilute hydrochloric acid and the mixture stirred with a thermometer.
The maximum temperature reached by the liquid mixture was measured.
(b) Experiment 2
The polystyrene cup was emptied and rinsed with water.

Experiment 1 was repeated using 2 g of solid C.
(c) Experiments 3 and 4
Experiment 2 was repeated using 3 g and then 5 g of solid C.
Use the thermometer diagrams to record the results in the table below.
Complete the final column in the table.
mass of initial maximum temperature

thermometer thermometer
experiment solid C temperature temperature difference
diagram diagram
/g of acid / °C reached / °C / °C
30 30
1 25 25
20 20
30 35
2 25 30
20 25
30 35
3 25 30
20 25
30 35
4 25 30
20 25
[3]

6
For
(d) Experiment 5 Examiner’s
Use
Experiment 1 was repeated using solid D. Use the thermometer diagrams to record the
results in the spaces below.
25 20
20 15
15 10
initial temperature of acid final temperature of liquid mixture
initial temperature of dilute hydrochloric acid = ....................... °C
final temperature of liquid mixture = ........................................ °C
temperature change = ............................................................. °C [2]
(e) Plot the results for Experiments 1, 2, 3 and 4 on the grid and draw a straight line graph.
15
10
temperature
difference / °C
0
0 1 2 3 4 5 6
mass of solid C / g
[4]
© UCLES 2013 0620/61/M/J/13

7
For
(f) (i) From your graph, deduce the temperature of the solution when 6 g of solid C is Examiner’s
added to 30 cm3 of dilute hydrochloric acid. Use
Show clearly on the grid how you worked out your answer.
............................... °C [2]
(ii) From your graph, deduce the mass of solid C that would give a temperature rise of
9 °C when added to 30 cm3 of dilute hydrochloric acid.
....................................................................................................................................
.............................................................................................................................. [2]
(g) What type of chemical process occurs when solid D reacts with dilute hydrochloric acid?
..................................................................................................................................... [1]
(h) Suggest the effect on the results if Experiment 3 was repeated using 60 cm3 of dilute
hydrochloric acid.
...........................................................................................................................................
..................................................................................................................................... [2]
(i) Predict the temperature of the solution in Experiment 4 after 1 hour. Explain your answer.
...........................................................................................................................................
..................................................................................................................................... [2]
(j) When carrying out the experiments, what would be one advantage and one disadvantage
of taking the temperature readings after exactly one minute?
advantage .........................................................................................................................
...........................................................................................................................................
disadvantage ....................................................................................................................
..................................................................................................................................... [2]
[Total: 20]

8
For
4 A mixture of two solids, E and F, was analysed. Examiner’s
Solid E was the water-soluble salt aluminium chloride, Al Cl 3, and solid F was an insoluble Use
salt.
The tests on the mixture and some of the observations are in the following table.
Complete the observations in the table.
tests observations
Distilled water was added to the mixture in a

boiling tube.
The contents of the boiling tube were shaken
and filtered, keeping the filtrate and residue for
the following tests.
tests on the filtrate
The filtrate was divided into five portions in

five test-tubes.
(a) The first portion was used to describe the

appearance of the filtrate. appearance ........................................ [1]
(b) Several drops of aqueous sodium

hydroxide were added to the second
portion of the solution. ...................................................................
Excess aqueous sodium hydroxide was
then added to the test-tube. ............................................................ [3]
(c) Aqueous ammonia was added to the third ...................................................................

portion, dropwise and then in excess.
............................................................ [2]
(d) To the fourth portion of the solution, dilute

nitric acid and aqueous silver nitrate were
added. ............................................................ [2]
(e) To the fifth portion of the solution, about

1 cm3 of dilute nitric acid and barium
nitrate solution were added. ............................................................ [1]
© UCLES 2013 0620/61/M/J/13

9
For
tests observations Examiner’s
Use
tests on the residue
(f) (i) To a little of the residue, dilute rapid effervescence

hydrochloric acid was added.
The gas given off was tested. gas turned limewater milky
(ii) The residue was heated, gently then

strongly. solid changed colour from green to black
(g) What conclusions can you draw about solid F?
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 11]

10
For
5 Identical pieces of steel were placed in two different boiling liquids for 12 hours. Examiner’s
The graphs show how the mass of each piece of steel changed. Use
graph A graph B
steel in boiling acid solution steel in boiling alkali solution
200 0.20
150 0.15
mass loss / mg
mass loss / mg
100 0.10
50 0.05
0 0
0 2 4 6 8 10 12 0 2 4 6 8 10 12
time / hours time / hours
(a) Give one similarity in the change in mass of the steel in both liquids.
..................................................................................................................................... [1]
(b) Describe two ways in which the mass loss shown in graph A is different from that shown
in graph B.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
..................................................................................................................................... [3]
(c) State two different safety precautions that would need to be taken when carrying out this
investigation.
1. .......................................................................................................................................
2. ................................................................................................................................. [2]
[Total: 6]
© UCLES 2013 0620/61/M/J/13

11
For
6 Copper(II) oxide and carbon are both black solids. Copper(II) oxide reacts with dilute sulfuric Examiner’s
acid to form aqueous copper(II) sulfate. Carbon does not react with dilute sulfuric acid. Use
You are given a mixture of copper(II) oxide and carbon and access to dilute sulfuric acid.
Plan an experiment to investigate the percentage of copper(II) oxide in the mixture.
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
............................................................................................................................................ [6]
[Total: 6]

12
BLANK PAGE
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included the
© UCLES 2013 0620/61/M/J/13

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CAMBRIDGE INTERNATIONAL EXAMINATIONS
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MARK SCHEME for the May/June 2013 series
0625 PHYSICS
0625/11 Paper 1 (Multiple Choice), maximum raw mark 40
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 2013 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 2013 0625 11
Question Question
Key Key
Number Number
1 B 21 B
2 A 22 A
3 B 23 A
4 B 24 D
5 D 25 B
6 A 26 B
7 B 27 A
8 C 28 C
9 C 29 B
10 C 30 C
11 D 31 D
12 B 32 D
13 D 33 A
14 B 34 D
15 A 35 C
16 C 36 C
17 D 37 D
18 C 38 B
19 D 39 C
20 C 40 C
© Cambridge International Examinations 2013

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0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
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.
NOTES ABOUT MARK SCHEME SYMBOLS & OTHER MATTERS
M marks are method marks upon which further marks depend. For an M mark to be scored, the
point to which it refers must be seen in a candidate's answer. If a candidate fails to score
a particular M mark, then none of the dependent marks can be scored.
B marks are independent marks, which do not depend on other marks. For a B mark to be scored,
the point to which it refers must be seen specifically in the candidate’s answers.
A marks In general A marks are awarded for final answers to numerical questions.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and an
acceptable number of significant figures, all the marks for that question are normally
awarded.
It is very occasionally possible to arrive at a correct answer by an entirely wrong
approach. In these rare circumstances, do not award the A marks, but award C marks on
their merits. However, correct numerical answers with no working shown gain all the
marks available.
C marks are compensatory marks in general applicable to numerical questions. These can be
scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
e.e.o.o. means ‘each error or omission’.
o.w.t.t.e. means ‘or words to that effect’.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit. However, beware of and do not allow ambiguities, accidental
or deliberate: e.g. spelling which suggests confusion between reflection / refraction /
diffraction / thermistor / transistor / transformer.
Not/NOT Indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
Ignore Indicates that something which is not correct or irrelevant is to be disregarded and does
not cause a right plus wrong penalty.

e.c.f. meaning ‘error carried forward’ is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions.
This indicates that if a candidate has made an earlier mistake and has carried an
incorrect value forward to subsequent stages of working, marks indicated by ecf may be
awarded, provided the subsequent working is correct, bearing in mind the earlier
mistake. This prevents a candidate being penalised more than once for a particular
mistake, but only applies to marks annotated e.c.f.
Significant Figures
Answers are normally acceptable to any number of significant figures ù 2. Accept
answers that round to give the correct answer to 2 s.f. Any exceptions to this general rule
will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from a final answer that would
otherwise gain all the marks available for that answer: maximum 1 per question.
Arithmetic errors
Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one.
Transcription errors
Deduct one mark if the only error in arriving at a final answer is because given or
previously calculated data has clearly been misread but used correctly.
Fractions e.g. ½, ¼, 1/10 etc. are only acceptable where specified.

1 (a) (density =) mass/volume OR mass per unit volume

OR m/V with symbols explained B1
(b) (i) (vol =) mass/density OR 60.7/2.70 C1

= 22.48 cm3 to 2 or more sig. figs A1
(ii) V = A × (average) thickness OR thickness = V/A

OR 22.48 / (50 × 30) C1
0.01499 cm to 2 or more sig. figs. e.c.f. (b)(i) A1
(c) (i) micrometer/screw gauge / (vernier/digital) callipers B1
(ii) check zero of device used / cut sheet into several pieces / detail of how to use
device / fold sheet B1
measure thickness of sheet in different places

OR measure thickness of several pieces together B1
calculate/obtain average thickness OR divide answer by number of measurements/
pieces/places B1
[Total 9]
2 (a) underline or circle force B1

underline or circle velocity B1
(b) (i) 4.07 – 4.1 (s) B1
(ii) (v – u)/t OR ∆v/t OR in words OR use of 40 ÷ (ans. to (b)(i))

OR other correct values from graph C1
answer between 9.7 and 10 m/s2 or m/s/s A1
(iii) area under graph OR ½ (u + v)t OR ½ × 40 × (ans. to (b)(i)) C1

OR s = ut + ½at2 OR v2 = u2 + 2as OR numbers substituted
82 m A1
(c) graph continues in straight line to 6 s B1
[Total 8]

3 (a) (i) 1. (loss of P.E. =) mgh OR 92 × 10 × 1500 C1

1.38 × 106 J A1
correct use of mgh with h = 500 or 2000 gains 1 mark only
(ii) 2. (K.E. =) ½ mv2 OR ½ × 92 × 522 C1

1.244 × 105 J at least 2 sig. figs A1
(a) (ii) difference is due to:

(work done in overcoming) air resistance/drag
OR energy converted to/lost as heat (by air resistance/drag) B1
(b) (i) increases B1
(ii) 920 N B1
[Total 7]
4 (a) (i) mention of vacuum OR glass is a poor conductor

OR vacuum/gap between walls has no molecules/atoms/particles B1
(ii) surface/silver (of walls) is good reflector/poor absorber (of radiation) B1

surface/silver (of walls) is poor emitter (of radiation) B1
(b) add a stopper/lid/bung/cover/top to reduce/prevent (loss of heat by) convection/ M1

conduction/radiation/evaporation OR to prevent steam/hot vapour leaving B1
made of insulator OR example of insulator to reduce/prevent (loss of heat by)

convection/radiation/evaporation OR to prevent steam/hot air leaving B1
[Total 6]
5 (a) (i) and (ii) marked together to maximum of 3 marks

(i) molecules escape/leave the liquid/form gas or vapour B1
(ii) evaporation OR heat/(thermal) energy needed for evaporation leaves sweat cooler B1
fast(er) molecules/high(er) energy molecules escape
OR slow(er) molecules left behind B1
heat flows from body to warm the sweat (so body cools) B1
(b) (i) (Q =) mc∆θ OR mcT OR 60 × 4000 × 0.50 C1

1.2 × 105 J / 120 kJ A1
(ii) Q = mL in any form OR (m =) Q/L OR either with numbers C1

(m = 1.2 × 105 / 2.4 × 106 =) 0.05 kg e.c.f from (b)(i) A1
[Total 7]

6 (a) (i) (pressure =) force/area OR force per unit area OR (P =) F/A with symbols
explained B1
(ii) molecules collide with/hit walls/surface (of box) B1

molecule(s) exert force on wall B1
pressure is total force / force of all molecules divided by (total) area of wall B1
(b) (i) (P =) hρg OR in words OR 0.25 × 13 600 × 10 C1

34 000 Pa OR N/m2 A1
allow 1 mark for h = 250 used and 3.4 × 107 Pa obtained
(ii) (P = 1.02 × 105 – 34 000)

68 000 Pa or N/m2 B1
e.c.f. from (b)(i) only if (b)(i) is less than 1.02 × 105
[Total 7]
7 (a) two of:

ray through centre of lens undeviated
ray parallel to axis refracted to right hand focus B2
rays through left hand focus refracted parallel to axis
rays extrapolated to a point B1
accuracy marks: image 6 cm from lens B1

image 6 cm high B1
(b) image is virtual/not real AND

cannot be seen on screen OR no rays come from (position of) image B1
[Total 6]

8 (a) 15–25 Hz to 15 000–25 000 Hz / 15–25 kHz B1
(b) (i) (region) where air layers/molecules/particles are pushed together/moved together/
closer (than normal)
OR (region) where (air) pressure raised/air (more) compressed/more dense B1
(ii) (region) where air layers/molecules are pushed apart/far(ther) apart (than normal)
OR (region) where (air) pressure reduced/air expanded B1
(c) (i) (sound is) loud(er) OR volume (of sound is) increased B1
(ii) sound has a higher frequency/pitch OR higher note (heard) B1
(d) 3.5 – 1.9 OR 1.6 (s) seen OR v = 2d /1.9 C1

250 × 2 OR 500 (m) seen OR v = (2d + 500)/3.5 C1
(speed = 500 / 1.6 =) 312.5 m / s at least 2 sig. figs A1
[Total 8]
9 (a) (i) all lamps off
(ii) 12 Ω lamps (only) on B1
(iii) 4 Ω lamps (only) on
(b) (i) 12 V B1
(ii) I = V/R in any form OR V/R OR 12/12 C1

1.0 A OR 1 A A1
e.c.f. from (b)(i)
(c) current in 4 Ω lamp = 3 (A) (current in 12 Ω lamp is in (b)(ii)) C1

(P =) IV OR I 2R C1
(P =) 36 W for 4 Ω lamp; P = 12 W for 12 Ω lamp A1
e.c.f. from (b)(ii)
OR
(P =) V2/R (C1)
(P =) 122/4 = 36 W for 4 Ω lamp OR 122/12 = 12 W for 12 Ω lamp (C1)
(P =) 122/4 = 36 W for 4 Ω lamp AND 122/12 = 12 W for 12 Ω lamp (A1)
OR
(P =) V2/R (B1)
Same V for all lamps (M1)
4 Ω lamp has higher power / 12 Ω has lower power (A1)
[Total 7]

10 (a) at least 3 concentric circles centred on wire B1

arrows clockwise on each circle / at least one circle B1
spacing of circles increasing as radius increases B1
(b) (i) arrow pointing down on side AB, up on side CD B1
(ii) forces on AB and CD are opposite OR up and down and separated / not in same
line (so cause rotation)
OR have moments in same sense / direction
OR cause couple / torque B1
(iii) to reverse current in loop or keep current in AB or CD in the same direction

OR keep current on side near a pole in the same direction when (plane of) coil is
vertical
OR every half turn
OR when AB and CD swap sides B1
so that:
rotation continues (in same direction)
OR so that rotation doesn’t reverse its direction
OR to maintain sense/direction of moments/couple
OR coil turns more than half a revolution B1
[Total 7]
11 (a) (i) 2 protons B1

2 neutrons B1
(ii) a (fast moving) electron B1
(b) electron/electrons removed from/gained by the molecule B1
(c) (i) force because particle is charged

OR the force on the particles is perpendicular to their paths
OR direction of force changes as direction of motion changes B1
(ii) α-particle curve up the page in at least half of width of field B1
β-particle curve opposite to α-particle curve OR down page if α line has no B1

curvature anywhere
smaller radius of β path clear B1
[Total 8]

0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
1 (a) 9.7, 5.7, 2.0 (accept 2) or 97, 57, 20 [1]

all given to correct unit [1]
line AC drawn correctly, corner to corner [1]
α = 18 – 20° [1]
(b) number from 3 to 20 with no unit [1]
(c) correct statement for results (expect Yes) [1]

idea of within (or beyond) experimental accuracy [1]
[Total: 7]
2 (a) θR = 23(°C) [1]
(b) table:
d values 11.9, 11.3, 10.8, 10.4, 10.2, 10.0, 9.9 [1]
all d values to nearest mm [1]
s, oC, cm or mm [1]
(c) (i) does not go through the origin [1]
(ii) d not measured from 0 oC mark (o.w.t.t.e.) [1]
(d) any l divided by any number of divisions [1]

l value between 89 and 119 [1]
x = 0.98 mm to 1.00 mm (with unit) [1]
[Total: 9]
3 (a) table:
R values correct 0.61, 1.82, 3.16, 4.27, 5.48 [1]
all R values to 2 or 3 significant figures [1]
cm, V, A, Ω [1]
(b) graph:
axes correctly labelled [1]
suitable scales [1]
all plots correct to ½ small square [1]
good line judgement [1]
single, thin, continuous line [1]
(c) triangle method shown on graph [1]

using at least half of line [1]
G = 0.31to 0.35 2 or 3 significant figures [1]
[Total: 11]

4 on ray trace:
one line drawn accurately through P3P4 or CD [1]
both lines in correct place, neat, thin and intersecting [1]
normals Y to MR and P1 to MR correct [1]
b = 55 – 65 (mm) [1]
(d) statement matches results (expect Yes) [1]

idea of within (or beyond) experimental accuracy [1]
(e) any one from:

large spaces between pins
make sure pins are vertical
observe bases of pins [1]
[Total: 7]
5 (a) 40.0 or 40(cm) [1]
(b) accuracy / reliability / check readings / spot anomaly / o.w.t.t.e. [1]
(c) correct method used [1]

30 or 30.0(g) [1]
(d) rule never quite balances, o.w.t.t.e. [1]

take average position / nearest to balance, o.w.t.t.e. [1]
[Total: 6]

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PHYSICS 0625/11
45 minutes
Soft clean eraser
*7627854085*
Soft pencil (type B or HB recommended)

Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided
unless this has been done for you.
IB13 06_0625_11/4RP
2
1 The diagrams show the readings on a measuring cylinder before and after a small metal cube is
added.
cm3 cm3
10 10
9 9
8 8
7 7
6 6
5 5
4 4
water 3 3 metal cube
2 2
1 1
before after
How many more identical cubes can be added to the cylinder, without causing the water to
overflow? Do not include the cube already in the cylinder.
A 1 B 2 C 3 D 4
2 Which person is experiencing an acceleration?
A a driver of a car that is braking to stop at traffic lights

B a passenger in a train that is stationary in a railway station
C a shopper in a large store ascending an escalator (moving stairs) at a uniform rate
D a skydiver falling at constant speed towards the Earth
3 A car travels at various speeds during a short journey.
The table shows the distances travelled and the times taken during each of four stages
P, Q, R and S.
stage P Q R S
distance travelled / km 1.8 3.6 2.7 2.7

time taken / minutes 2 2 4 3
During which two stages is the car travelling at the same average speed?
A P and Q B P and S C Q and R D R and S
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3
4 Two blocks of metal X and Y hang from spring balances, as shown in the diagrams.
N N
0 0
1 1
2 2
3 3
4 4
5 5
X
Y
What does the diagram show about X and Y?
A They have the same mass and the same volume but different weights.
B They have the same mass and the same weight but different volumes.
C They have the same mass, the same volume and the same weight.
D They have the same weight and the same volume but different masses.
5 A 1 kg sample of aluminium is stored in a laboratory. In a different laboratory, in the same town,

there is a 1 kg sample of iron.
Which quantity must these two samples always have in common?
A the same density

B the same temperature
C the same volume
D the same weight

4
6 A measuring cylinder has a mass of 120 g when empty.
When it contains 50 cm3 of a liquid, the total mass of the measuring cylinder and the liquid is
160 g.
What is the density of the liquid?
40
A g / cm3
50
50
B g / cm3
40
120
C g / cm3
50
160
D g / cm3
50
7 A car moves along a level road.
The diagram shows all of the horizontal forces acting on the car.
800 N
air resistance
2000 N force
500 N from engine
friction
Which statement is correct?
A The car is slowing down.

B The car is speeding up.
C The car is moving at a constant speed.
D The car is moving backwards.
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8 The diagram shows a force being applied to a lever to lift a heavy weight.
force
pivot lever
heavy weight
Which change would enable the heavy weight to be lifted with a smaller force?
A Move the force to the right.

B Move the heavy weight to the right.
C Move the force to the left.
D Move the pivot to the left.
9 The diagram shows a hydroelectric system.
reservoir
pipe
water
power
station
What are the main energy changes taking place?
A chemical energy → kinetic energy → electrical energy
B electrical energy → gravitational energy → kinetic energy
C gravitational energy → kinetic energy → electrical energy
D kinetic energy → electrical energy → gravitational energy

6
10 An escalator (moving stairs) and a lift (elevator) are both used to carry passengers from the same
underground railway platform up to street level.
escalator lift
The escalator takes 20 seconds to carry a man to street level. The useful work done is W. The
useful power developed is P. The lift takes 30 seconds to carry the same man to street level.
How much useful work is done by the lift, and how much useful power is developed by the lift?
useful work useful power

done by lift developed by lift
A more than W less than P

B more than W P
C W less than P
D W P
11 A man stands on the ground.
Which action will increase the pressure that the man exerts on the ground?
A The man slowly bends his knees.

B The man slowly lies down on the ground.
C The man slowly raises his arms.
D The man slowly raises one foot off the ground.
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12 The diagram shows a simple mercury barometer.
cm vacuum
90
80
metre rule 70
60
50
40
30
20
10
mercury
Which length is used to find the value of atmospheric pressure?
A 12 cm B 74 cm C 86 cm D 100 cm
13 A thermometer bulb is covered by a piece of damp absorbent cloth.
thermometer
damp cloth
air
bulb
Air at room temperature is blown across the damp cloth.
What happens to the thermometer reading?
A It remains constant.
B It rises.
C It rises then falls.
D It falls.

8
14 A gas storage tank has a fixed volume. The graph shows how the temperature of the gas in the
tank varies with time.
temperature
X Y time
At time Y, the gas molecules are
A closer together than at time X.

B hitting the sides of the tank harder than at time X.
C larger in size than at time X.
D moving more slowly than at time X.
15 The diagrams show four blocks of steel. The blocks are all drawn to the same scale.
The same quantity of thermal energy (heat) is given to each block.
Which block shows the greatest rise in temperature?
A B C D
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16 A mercury thermometer with no scale is taped to a ruler as shown.
When the thermometer is placed in steam, the mercury level rises to 22.0 cm.
When the thermometer is placed in pure melting ice, the mercury level falls to 2.0 cm.
cm
30
28
26
24
22 thermometer
20
18
ruler
16
14
12
10
mercury
8
6
4
2
0
Which temperature is shown by the mercury level in the diagram?
A 6 °C B 8 °C C 30 °C D 40 °C

10
17 The diagram shows the cross-section of a vacuum flask containing a hot liquid in a cold room.
X and Y are points on the inside surfaces of the walls of the flask.
cold room
X Y
hot liquid
vacuum
How is thermal energy transferred between X and Y?
A by conduction and convection

B by conduction only
C by radiation and convection
D by radiation only
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18 The diagram shows a refrigerator.
The cooling unit is placed at the top. The cooling unit cools the air near it.
cooling unit
What happens to the density of the air as it cools, and how does it move?
density of the air movement of the air
A decreases moves down

B decreases stays at the top
C increases moves down
D increases stays at the top
19 Visible light and γ-rays are both waves.
How may they correctly be described?
visible light γ-rays
A longitudinal longitudinal
B longitudinal transverse
C transverse longitudinal
D transverse transverse

12
20 The diagram represents a wave.
displacement
0
distance
X Y
How many wavelengths are there between X and Y?
A 2
3
B 1 C 1 21 D 3
21 Different parts of the electromagnetic spectrum are used for different purposes. Below are four
statements about parts of the spectrum.
statement 1: Infra-red waves are used in television remote controllers.

statement 2: Radio waves are used to transmit television pictures from satellites to Earth.
statement 3: Ultra-violet waves are used for intruder alarms.
statement 4: X-rays are used for security checks.
Which statements are correct?
22 Which diagram shows how a ray of light could pass through a glass block in air?
A B
glass glass
C D
glass glass
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23 Which diagram correctly represents rays of light passing through a converging lens in a camera?
A B
camera camera
object object
image image
lens lens
C D
camera camera
object object
image image
lens lens
24 The diagrams represent two sound waves. The scales in the two diagrams are the same.
displacement displacement
time time
sound wave 1 sound wave 2
Which statement describes the waves?
A The waves have different loudness and different pitch.

B The waves have different loudness but the same pitch.
C The waves have the same loudness and the same pitch.
D The waves have the same loudness but different pitch.

14
25 A student claps once when standing 100 m away from a large wall.
The speed of sound in air is 330 m / s.
How long after clapping does the student hear an echo?
A 0.30 s B 0.61 s C 1.7 s D 3.3 s
26 Which statement about magnetism is correct?
A Aluminium is a ferrous metal.

B A steel magnet can be demagnetised by heating it.
C The core of an electromagnet is usually made of steel.
D The magnetic field lines around a bar magnet are evenly spaced.
27 Two soft-iron rods are placed end to end inside a coil which is connected to a battery.
coil
soft-iron rod soft-iron rod
The connections from the battery to the coil are now reversed.
What happens to the soft-iron rods in each case?
battery connections battery connections

as shown reversed
A rods attract rods attract

B rods attract rods repel
C rods repel rods attract
D rods repel rods repel
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15
28 Three charged balls, P, Q and R are suspended by insulating threads. Ball P is negatively
charged.
Ball Q is brought close to ball P.
insulating thread
P – Q
Ball Q is now brought close to ball R.
Q R
What are the charges on ball Q and on ball R?
ball Q ball R
A positive positive
B positive negative
C negative positive
D negative negative

16
29 Which circuit could be used to determine the resistance of the resistor R?
A B
V A
R R
A
C D
V A
R R
V
30 Which copper wire would have the smallest resistance?
A a long, thick wire

B a long, thin wire
C a short, thick wire
D a short, thin wire
31 The diagram shows an electrical circuit.
L M
N
P O
Between which two points must a voltmeter be connected to find the potential difference across
the bell?
A L and M B M and N C N and O D O and P
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17
32 The reading on the ammeter in the circuit is 1.0 A.
A second ammeter is connected in the circuit. It also reads 1.0 A.
At which labelled point is it connected?
1.0 A A
A
D
B C
33 The circuit shows a battery and four lamps. All the lamps are lit.
One lamp fails and all the lamps go out.
Which lamp failed?
A
B
D
C
34 A desk lamp should have a 3 A fuse fitted, but a 13 A fuse has been fitted by mistake.
The lamp is not faulty.
The lamp is switched on. What happens?
A The fuse blows.

B The fuse does not blow but the lamp does not light.
C The lamp draws too much current and the supply cables could melt.
D The lamp works normally.

18
35 An electric current can produce a heating effect and a magnetic effect.
Which row shows the effect that a relay uses, together with one application of a relay?
effect used by a relay one application of a relay
A heating effect allowing a small current to switch on a large current

B heating effect changing the voltage of an alternating current
C magnetic effect allowing a small current to switch on a large current
D magnetic effect changing the voltage of an alternating current
36 The diagram shows a mains transformer that has an output voltage of 12 V.
coil with
1000 turns soft-iron core
240 V a.c. 12 V a.c.

input output
How many turns of wire are in the secondary coil?
A 12 B 20 C 50 D 20 000
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37 The diagram shows an experiment to demonstrate electromagnetic induction.
X
A
wire
N S
X and Y are joined, in turn, by four wires, each made of a different material.
Each wire is then moved quickly downwards between the magnets.
Which material will not give rise to an induced current in the wire?
A aluminium
B copper
C iron
D nylon
38 In a cathode-ray tube, particles are fired at a screen.
What are these particles?
A α-particles
B electrons
C neutrons
D protons

20
39 The graph shows how the count rate on a detector due to a radioactive source changes with time.
4800
count rate
counts per minute
2400
0
0 1 2 3 4 5
time / hours
What is the count rate at 5.0 hours?
A 960 counts per minute

B 600 counts per minute
C 150 counts per minute
D 0 counts per minute
40 The diagram represents a carbon atom.
––
––
key
neutron
+ + + proton
+ + – electron
+
+
––
What is the nucleon number (mass number) for this atom?
A 6 B 8 C 14 D 20
© UCLES 2013 0625/11/M/J/13

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* 6 4 2 2 8 5 0 7 8 5 *
PHYSICS 0625/31
Paper 3 Extended May/June 2013
1 hour 15 minutes
You may use a pencil for any diagrams or graphs.
Answer all questions. For Examiner’s Use

You may lose marks if you do not show your working or if you do not use 1
appropriate units.
Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2). 2
At the end of the examination, fasten all your work securely together. 3
The number of marks is given in brackets [ ] at the end of each question or part
question. 4
10
11
Total
DC (SJF/CGW) 58285/4
2
1 (a) Define density. For

Examiner’s
.......................................................................................................................................... Use
...................................................................................................................................... [1]
(b) The density of aluminium is 2.70 g / cm3. The thickness of a rectangular sheet of
aluminium foil varies, but is much less than 1 mm.
A student wishes to find the average thickness. She obtains the following measurements.
mass of sheet = 60.7 g

length of sheet = 50.0 cm
width of sheet = 30.0 cm
Calculate the student’s values for
(i) the volume of the sheet,
volume = .................................................. [2]
(ii) the average thickness of the sheet.
thickness = .................................................. [2]
(c) Another student, provided with a means of cutting the sheet, decides to find its average
thickness using a single measuring instrument. Assume the surfaces of the sheet are
perfectly smooth.
(i) Name a measuring instrument she could use.
.............................................................................................................................. [1]
© UCLES 2013 0625/31/M/J/13

3
(ii) Describe the procedure she should follow to obtain an accurate value of the For
average thickness of the sheet. Examiner’s
Use
Details of how to read the instrument are not required.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
[Total: 9]

4
2 (a) Underline the vectors in the following list of quantities. For

Examiner’s
density energy force mass velocity volume [2] Use
(b) A small metal ball is projected into the air with a velocity of 40 m / s vertically upwards.
The graph in Fig. 2.1 shows how the velocity changes with time until the ball reaches its
maximum height.
40
velocity
m/s
20
0
0 1.0 2.0 3.0 4.0 5.0 6.0
time / s
–20
–40
Fig. 2.1
Use the graph to find,
(i) the time at which the ball reaches its maximum height,
time = .................................................. [1]
(ii) the deceleration of the ball,
deceleration = .................................................. [2]
© UCLES 2013 0625/31/M/J/13

5
(iii) the maximum height reached by the ball. For

Examiner’s
Use
maximum height = .................................................. [2]
(c) On Fig. 2.1, add a line to the graph to show how the velocity of the ball changes after it
reaches its maximum height. Your line should extend to time 6.0 s. [1]
[Total: 8]

6
3 Fig. 3.1 shows the descent of a sky-diver from a stationary balloon. For
Examiner’s
Use
2000 m
sky-diver
parachute
500 m
Fig. 3.1 (not to scale)

The sky-diver steps from the balloon at a height of 2000 m and accelerates downwards.
His speed is 52 m / s at a height of 500 m.
He then opens his parachute. From 400 m to ground level, he falls at constant speed.
(a) The total mass of the sky-diver and his equipment is 92 kg.
(i) Calculate, for the sky-diver,
1. the loss of gravitational potential energy in the fall from 2000 m to 500 m,
loss of gravitational potential energy = .................................................. [2]

2. the kinetic energy at the height of 500 m.
kinetic energy = .................................................. [2]

© UCLES 2013 0625/31/M/J/13
7
(ii) The kinetic energy at 500 m is not equal to the loss of gravitational potential energy. For
Explain why there is a difference in the values. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(b) State
(i) what happens to the air resistance acting on the sky-diver during the fall from
2000 m to 500 m,
.............................................................................................................................. [1]
(ii) the value of the air resistance during the fall from 400 m to ground.
air resistance = .................................................. [1]
[Total: 7]

8
4 Fig. 4.1 shows a cross-section of a double-walled glass vacuum flask, containing a hot liquid. For
The surfaces of the two glass walls of the flask have shiny silvered coatings. Examiner’s
Use
silvered
surfaces
vacuum
hot liquid
Fig. 4.1
(a) Explain
(i) why the rate of loss of thermal energy through the walls of the flask by conduction
is very low,
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
(ii) why the rate of loss of thermal energy through the walls of the flask by radiation is
very low.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
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9
(b) Suggest, with reasons, what must be added to the flask shown in Fig. 4.1 in order to For
keep the liquid hot. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 6]

10
5 (a) On a hot day, sweat forms on the surface of a person’s body and the sweat evaporates. For
Examiner’s
Explain, in terms of the behaviour of molecules, Use
(i) the process of evaporation,
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
(ii) how this process helps the body to cool down.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
(b) The temperature of a person of mass 60 kg falls from 37.2 °C to 36.7 °C.
(i) Calculate the thermal energy lost from the body. The average specific heat capacity
of the body is 4000 J / (kg °C).
thermal energy lost = .................................................. [2]
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11
(ii) The cooling of the body was entirely due to the evaporation of sweat. For
Examiner’s
Calculate the mass of sweat which evaporated. The specific latent heat of Use
vaporisation of sweat is 2.4 × 106 J / kg.
mass = .................................................. [2]

[Total: 7]

12
6 (a) (i) Define pressure. For

Examiner’s
.............................................................................................................................. [1] Use
(ii) A closed box contains a gas.

Explain, in terms of molecules, how the gas exerts a pressure on the walls of the
box.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) Fig. 6.1 shows a flask connected to a pump and also to a manometer containing
mercury.
to pump
manometer
250 mm
flask
Fig. 6.1
The right-hand tube of the manometer is open to the atmosphere.
The pump has been operated so that the mercury levels differ, as shown, by 250 mm.
The density of mercury is 13 600 kg / m3.
(i) Calculate the pressure, in Pa, due to the 250 mm column of mercury.
pressure = .................................................. [2]
© UCLES 2013 0625/31/M/J/13

13
(ii) The pressure of the atmosphere is 1.02 × 105 Pa. For

Examiner’s
Calculate the pressure of the air in the flask. Use
pressure = .................................................. [1]
[Total: 7]

14
7 Fig. 7.1 shows the principal axis PQ of a converging lens and the centre line XY of the lens. For
Examiner’s
Use
P Q
Fig. 7.1
An object 2.0 cm high is placed 2.0 cm to the left of the lens. The converging lens has a
focal length of 3.0 cm.
© UCLES 2013 0625/31/M/J/13

15
(a) On Fig. 7.1, draw a full-scale diagram to find the distance of the image from the lens, For
and the height of the image. Examiner’s
Use
distance of image from the lens = ......................................................
height of image = ......................................................

[5]
(b) State and explain whether the image in (a) is real or virtual.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 6]

16
8 (a) State the range of frequencies of sound which can be heard by a healthy human ear. For
Examiner’s
...................................................................................................................................... [1] Use
(b) Compressions and rarefactions occur along the path of sound waves.
State, in terms of the behaviour of molecules, what is meant by
(i) a compression,
..................................................................................................................................
..................................................................................................................................
(ii) a rarefaction.
..................................................................................................................................
..................................................................................................................................
[2]
(c) State the effect on what is heard by a listener when there is
(i) an increase in the amplitude of a sound,
.............................................................................................................................. [1]
(ii) a decrease in the wavelength of a sound.
.............................................................................................................................. [1]
(d) A student carries out an experiment to find the speed of sound in air.
He stands facing a high cliff and shouts. He hears the echo 1.9 s later.
He then walks 250 m further away from the cliff and shouts again, hearing the echo 3.5 s
later.
Calculate the speed of sound given by this experiment.
speed = .................................................. [3]
[Total: 8]
© UCLES 2013 0625/31/M/J/13
17
9 Fig. 9.1 shows the circuit that operates the two headlights and the two sidelights of a car. For
Examiner’s
A Use
1
2
3
12 V 4.0 1 4.01 121 121
Fig. 9.1
Two of the lamps have resistances of 4.0 Ω when lit. The other two lamps have resistances of
12 Ω when lit. Switch A can be connected to positions 1, 2 or 3.
(a) State what happens when switch A is connected to
(i) position 1, .................................................................................................................
(ii) position 2, .................................................................................................................
(iii) position 3. .................................................................................................................

[1]
(b) (i) State the potential difference across each lamp when lit.
potential difference = .................................................. [1]
(ii) Calculate the current in each 12 Ω lamp when lit.
current = .................................................. [2]
(c) Show, with reasons for your answer, which type of lamp, 4.0 Ω or 12 Ω, has the higher
power.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 7]

18
10 (a) Fig. 10.1 shows the cross-section of a wire carrying a current into the plane of the paper. For
Examiner’s
Use
Fig. 10.1
On Fig. 10.1, sketch the magnetic field due to the current in the wire. The detail of your
sketch should suggest the variation in the strength of the field. Show the direction of the
field with arrows. [3]
(b) Fig. 10.2 shows part of a model of a d.c. motor.
S B
axis
A C
N
X
Y D
Fig. 10.2
A loop of wire ABCD is placed between the poles of a magnet. The loop is free to rotate
about the axis shown. There is a current in the loop in the direction indicated by the
arrows.
(i) On Fig. 10.2, draw arrows to show the directions of the forces acting on side AB
and on side CD of the loop. [1]
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19
(ii) With the loop in the position shown in Fig. 10.2, explain why the forces on AB and For
CD cause the loop to rotate about the axis. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(iii) The ends X and Y of the loop are connected to a battery using brushes and a split-
ring commutator.
State why a split-ring commutator is used.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 7]
Turn over for Question 11

20
11 (a) Complete the following statements. For

Examiner’s
(i) An α-particle consists of ......................................................................................... . Use
(ii) A β-particle consists of ........................................................................................... .

[3]
(b) As α-particles and β-particles pass through a gas, molecules of the gas become ionised.
Explain what is meant by the ionisation of a gas molecule.
..........................................................................................................................................
...................................................................................................................................... [1]
(c) Fig. 11.1 shows a beam of α-particles and a beam of β-particles in a vacuum. The
beams are about to enter a region in which a very strong magnetic field is acting. The
direction of the magnetic field is into the page.
_-particles
`-particles
uniform
magnetic field
Fig. 11.1
(i) Suggest why the paths of the particles in the magnetic field are curved.
.............................................................................................................................. [1]
(ii) Sketch the paths of both types of particle in the magnetic field. [3]
[Total: 8]
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 2013 0625/31/M/J/13

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* 4 0 4 0 0 9 7 1 0 7 *
PHYSICS 0625/61
1 hour

For Examiner’s Use
Total
DC (RW/CGW) 58670/3
2
1 The IGCSE class is investigating the stability of a block of wood. For

Examiner’s
Figs. 1.1 and 1.2 show the dimensions of the block. Use
d
A B
D C
Fig. 1.1 Fig. 1.2
(a) (i) On Figs. 1.1 and 1.2, measure the height h, width w and depth d of the block.
h = ......................................................
w = ......................................................
d = ......................................................
[2]
(ii) On Fig. 1.2, draw the line AC. [1]
(iii) Measure and record the angle α between lines AD and AC.
α = .................................................. [1]
© UCLES 2013 0625/61/M/J/13

3
(b) A student places the block on the edge of the bench, as shown in Fig. 1.3. For
Examiner’s
Use
A B
0
10 2
0 30
40
50
60
C
70
80 90 100 110
D
12
01
30
14
protractor 160
50
01
bench
180
170
Fig. 1.3
He holds the protractor next to face ABCD of the block, as shown in Fig. 1.3. He gently
pushes the top of the block (as indicated in Fig. 1.3) so that the block tips over.
He records the angle θ between side BC of the block and the vertical line on the
protractor. The angle θ is when the block just tips over. He repeats this procedure a
suitable number of times.
Suggest the number of measurements of θ that you think would be suitable for this
experiment.
number = .................................................. [1]
(c) The student calculates the average value θav of all his values for θ.
20°
θav = ......................................................
He suggests that θav should be equal to α. State whether the results support this
suggestion. Justify your statement by reference to the results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 7]

4
2 The IGCSE class is investigating the scale of a thermometer. For

Examiner’s
(a) Record room temperature θR as shown on the thermometer in Fig. 2.1. Use
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.1
θR = .................................................. [1]
A student pours hot water into a beaker. She measures the temperature θ of the water
in the beaker every 30 s. The readings are shown in Table 2.1.
Table 2.1
t/ θ/ d/
0 80
30 74
60 69
90 65
120 63
150 61
180 60
(b) (i) Using Fig. 2.2, measure, and record in the table, the distance d from the end of the
thermometer to the position of the liquid in the thermometer at the first temperature
reading in the table.
d
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.2
(ii) Repeat the measurement in (b)(i) for all the other temperature readings. [2]
(iii) Complete the column headings in the table. [1]
© UCLES 2013 0625/61/M/J/13

5
(c) The student plotted a graph of θ against d. A sketch of the graph obtained is shown in For
Fig. 2.3. Examiner’s
Use
80
Ƨ / °C
0
0 d / cm
Fig. 2.3
(i) Explain how the graph line shows that θ is not directly proportional to d.
..................................................................................................................................
.............................................................................................................................. [1]
(ii) Suggest why, when θ = 0 °C, the value of d is not zero.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[1]
(d) Determine, as accurately as possible, the distance x between the 1 °C marks on the
thermometer shown in Fig. 2.2. Show your working.
x = .................................................. [3]
[Total: 9]
6
3 The IGCSE class is investigating the resistance of a wire. For

Examiner’s
The circuit used is shown in Fig. 3.1. Use
power
supply
A
x
A B
C
resistance wire
Fig. 3.1
A student moves contact C to give a range of values of the length x. For each length x, the
current I and potential difference V are measured and recorded in Table 3.1.
(a) (i) Calculate the resistance R of 10.0 cm of the resistance wire using the equation
V
R = . Record this value of R in the table.
I
(ii) Repeat step (i) for each of the other values of x.
(iii) Complete the column headings in the table.
Table 3.1
x/ V/ I/ R/
10.0 0.20 0.33
30.0 0.60 0.33
50.0 1.01 0.32
70.0 1.41 0.33
90.0 1.81 0.33
[3]
© UCLES 2013 0625/61/M/J/13

7
(b) Plot a graph of V / V (y-axis) against R / Ω (x-axis). For

Examiner’s
Use
[5]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = .................................................. [3]
[Total: 11]

8
4 The IGCSE class is investigating the position of the image in a plane mirror. For
Examiner’s
A student’s ray-trace sheet is shown in Fig. 4.1. Use
B
M R
P2 P3 C
L
P4 D
P1
ray-trace sheet eye
Fig. 4.1
© UCLES 2013 0625/61/M/J/13

9
The line MR shows the position of a plane mirror. NL is the normal at the centre of the mirror. For
Examiner’s
AB marks the position of an incident ray. Use
The student pushes two pins, P1 and P2 into this line. She views the images of pins P1 and
P2 from the direction indicated by the eye in Fig. 4.1.
She places two pins P3 and P4 some distance apart so that pins P4 and P3, and the images
of P2 and of P1, all appear exactly one behind the other. The positions of P3 and P4 are
labelled.
(a) Draw in the line joining the positions of P3 and P4. Continue the line until it crosses MR
and extends at least 8.0 cm beyond MR. [1]
(b) The student repeats the procedure without moving pin P1 but using a different angle of
incidence. On Fig. 4.1, the new positions of pins P3 and P4 are marked C and D.
(i) Draw in the line joining the positions C and D. Continue the line until it extends at
least 8.0 cm beyond MR.
(ii) Label with a Y the point where the two lines beyond MR cross. [1]
(c) (i) Draw a line from P1 to MR that meets MR at a right angle. Measure and record the
length a of this line.
a = ......................................................
(ii) Draw a line from the point labelled Y to MR that meets MR at a right angle. Measure
and record the length b of this line.
b = ......................................................
[2]
(d) A student suggests that the length of a should equal the length of b.
State whether your results support this suggestion. Justify your statement by reference
to your results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
(e) Suggest a precaution that you would take, when placing the pins, in order to obtain
reliable results.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 7]

10
5 The IGCSE class is determining the mass of a load X using a balancing method. For
Examiner’s
Fig. 5.1 shows the apparatus. Use
mass m d 50.0 cm mark load X
pivot metre rule

bench
90.0 cm
mark
Fig. 5.1
The centre of the load X is fixed at the 90.0 cm mark on the rule.
A student uses a range of values of the mass m and determines the distance d from the
pivot where the mass must be placed to balance the rule.
The readings are shown in Table 5.1.
Table 5.1
m/g d / cm
40 30.2
50 23.9
60 20.0
70 17.1
80 15.1
(a) Calculate the distance x between the centre of the load X and the centre of the rule.
x = .................................................. [1]
(b) Suggest a reason for the student using a range of m values.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2013 0625/61/M/J/13

11
(c) Using each set of readings and the value of x, the student calculates values for the For
mass of the load X. Examiner’s
Use
He writes his results: 30.2 g, 29.875 g, 30 g, 29.925 g, 30.2 g.
Use these results to calculate an average value for the mass of X and give it to a suitable
number of significant figures for this type of experiment.
average value for the mass of X = .................................................. [2]
(d) This type of balancing experiment is difficult to carry out.
Suggest one practical difficulty and one way to try to overcome the difficulty. You may
draw a diagram, if you wish.
practical difficulty .............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
way to overcome the difficulty
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 6]
© UCLES 2013 0625/61/M/J/13

12
BLANK PAGE
© UCLES 2013 0625/61/M/J/13

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0610 BIOLOGY
Question Question
Key Key
Number Number
1 D 21 A
2 B 22 C
3 D 23 D
4 D 24 C
5 D 25 C
6 D 26 C
7 B 27 C
8 A 28 B
9 A 29 A
10 C 30 C
11 B 31 B
12 C 32 B
13 C 33 B
14 C 34 D
15 A 35 A
16 A 36 C
17 D 37 D
18 B 38 C
19 B 39 A
20 D 40 C

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0610 BIOLOGY
Mark schemes will use these abbreviations
• ; separates marking points

• / alternatives
• R reject
• A accept (for answers correctly cued by the question)
• I ignore as irrelevant
• ecf error carried forward
• AW alternative wording (where responses vary more than usual)
• AVP alternative valid point
• ORA or reverse argument
• underline actual word given must be used by candidate (grammatical variants excepted)
• () the word / phrase in brackets is not required but sets the context
• D, L, T, Q quality of: drawing / labelling / table / detail as indicated
• max indicates the maximum number of marks

Answer Marks Guidance for Examiners
1 (a)
Only one letter per box; if more than one letter no
structure letter from Fig. 1.1
mark
left lung D
If letter crossed out but not rewritten mark it
bronchus J
diaphragm E
JEHCB
intercostal muscle H
rib C
trachea B [5]
(b) (i) 3750 ; no mark for working alone [1] if the answer is not in the table look for it in the
space for working
(ii) number of breaths (per minute) / different rate of breathing ; A faster, slower, change in frequency
exhaled breath has a higher temperature ; [max 1] ignore depth (as in the table) / heavier
(iii) water vapour / H2O / any named rare or inert gas or pollutant ; [1] names, correct symbols or formulae for any of the
following: H2, Ar, He, Xe, Ne, Rn, Kr, SO2, O3, CO,
NO2, N2O, CH4, NH3, I2

(iv) in breathed out air MP2

1 after exercise less oxygen and more carbon dioxide / ora ; oxygen – 17.2 to 15.3% / 1.9%
2 use of data with % to quantify (for either oxygen or carbon carbon dioxide – 3.6 to 5.5% / 1.9%
dioxide) ;
explanation in terms of the following increasing
3 more oxygen, absorbed / is needed / used up ; R inhaled
4 more carbon dioxide, produced ; R exhaled
5 more gas exchange ; R produce energy
6 more respiration ; R more anaerobic respiration
7 more energy required ;
8 repaying / AW, oxygen debt ; [max 3]
2 (a) (i) L = (primary) producer(s) ; ignore (green) plant

N = secondary consumer(s) ; [2] ignore carnivore
(ii) energy, of / at, each trophic level ; R biomass / numbers

A shows that energy, decreases / is lost (at each trophic level) R ‘production of energy’
e.g. ‘L has more energy than M’ [1] ignore energy passed on – shown by the arrows
not the boxes
(iii) idea that

1 no, energy left ;
2 use figures from Fig. 2.1 to show that all energy to O is already
3 little / not enough, energy available from eating, tertiary A ‘needing to eat a lot to get enough energy’?
consumers / O / AW ;
4 loss of (90%) energy, at / between, each trophic level / AW ; MP4 no need to use the term trophic level if idea is
implied
5 would be very small population of predators of O ;
6 (population of) predators of O unlikely to survive ;
7 AVP ; e.g. idea that difficult to be a predator of O because O is
likely to be ‘large and fierce’ [max 3]

(iv) 1 loss of energy (from, each / all, trophic level(s)) ;

2 (by) respiration ;
3 (to the) environment / atmosphere / surroundings ;
4 as, heat / thermal energy ; [max 2] accept once only
(b) M is the herbivore ignore any changes to decomposers / recycling

1 more (biomass of / energy in), producers / L ; A the argument that more primary consumers will
2 as fewer / no, herbivores / primary consumers / predators (to eat migrate into the ecosystem
L) / M ; ignore predators / organisms unqualified
3 fewer / extinction of, carnivores / secondary consumers / N ;
4 fewer / extinction of, tertiary consumers / O ;
5 as less, food / energy ;
6 more competition ; [max 3]
3 (a)
letter from
function name of organ
Fig. 3.1
production of gametes ovary T;
site of implantation uterus X; ignore lining / endometrium – not an organ

R uterus wall
site of fertilisation oviduct / fallopian tube R; R ‘egg, canal / tube’
dilates during birth cervix V

[3]
(b) (i) ovary / ovaries ; ignore T [1] R follicle – not an organ
(ii) makes (Graafian) follicle, form / develop / mature / be produced ; A egg / ovum / gamete for follicle
causes, secretion / release / production, of oestrogen ; [max 1] R ovulation / described

(c) (i)
award the following to max 3 award max 2 for data quotes including changes in concentration over stated
number of days - units must be used at least once in the answer
increase from, day 1 / first day, to day 11 ; 155 / 156 (arbitrary) units on day 11 ;
A peaks at day 11 / increases over first 10/11 days
decreases from day 11 to day 15 ; 54 / 55 (arbitrary) units on day 15 ;
increases to day 20 / peaks (again) at day 20 ; 136 (arbitrary) units on day 20 ;
decreases to, day 27 / last day ; 40 (arbitrary) units on day 27 ;

[max 4]
(ii) release of, egg / egg cell / ovum / oocyte / female gamete ; R ovule
either
from, ovary / follicle
or
into fallopian tube / oviduct ; [2]
(d) 1 sperm cell digests way through, jelly coat / AW ; ignore egg wall / cell wall
2 uses enzymes (from acrosome) ;
3 sperm, attaches to / fuses with, egg / AW ; A fusion of gametes
4 whole sperm cell enters egg / head of sperm enters egg ;
5 (egg membrane changes so that) no other sperm can enter ;
6 haploid / 23 chromosomes ;
7 nuclei, fuse / join ; A ref to chromosomes ‘coming together’
8 diploid / 46 chromosomes ; ignore events after fertilisation
9 zygote ; [max 3]

(e) (i) length / molecule / thread / strand, of DNA (and proteins) ;

made of (string of), genes / alleles ; A contains genes R pair of genes
[max 2]
(ii) 46 ; A 23 pairs [1]
4 (a) 1 mark for drawing and 1 mark for labelling

phloem xylem drawing must represent correct position of xylem
and phloem as shown in Fig. 4.1
if cells are drawn, these must be in the correct

positions for xylem and phloem as in the
photograph
[2]
(b) sucrose ; [1] ignore sugar / non-reducing sugar

A phonetic spellings
(c) 1 during growing season / when photosynthesising / when food is A when there is plenty of light
made ;
2 (substances are) transported (down), to the roots or to (named)
3 transported (up) to the, growing points / flowers / fruits / seeds / A move for are transported
new leaves / AW ; MP3 A transported up for either time of year once
only
4 (time of year) when no photosynthesis / when food is not made ;
5 (substances are transported upwards) from, roots / storage organ

/ seed ;
6 (substances transported) from source to sink ; source may be a storage organ or a leaf
[max 4] depending on the time of year

(d) 1 evaporation of water, from (surfaces of) mesophyll ;

2 movement / diffusion / loss of, water vapour ;
3 from, leaves ; A (named) aerial / upper, parts ;
4 through / from, stomata / cuticle ; [max 3]
(e) 1 evaporation / transpiration, causes movement of water ; ignore capillarity (except if discussing events at
2 in xylem ; interface between water and air in mesophyll in
3 reduces pressure at the top of the plant / ref to a water potential leaf)
4 transpiration pull ;
5 maintained by cohesion between water molecules ;
6 maintains a continuous column of water / AW ;
7 adhesion of water / AW, to walls of xylem ; [max 4]
5 (a) (i) 1 without enzymes reactions, occur too slowly / not at all ; MP1 A some aspect of metabolism as an
A enzymes speed up reactions alternative to reactions, e.g. digestion
2 reduce, activation energy / energy needed for a reaction ;
3 reactions take place at lower temperatures ;
4 enzymes are catalysts ; [max 3]
(ii) lipase – pancreas ; organs have to be different

protease – stomach / pancreas ; if the answer for lipase is incorrect A pancreas for
amylase – salivary gland / pancreas ; [3] either protease or amylase but not both
(b) (i) control ; R control(led) variable

to show differences in, colour / pH / fat, due to, enzyme / lipase ; A to show what happens without, enzyme / lipase,
and bile salts
to use for comparing, colours / pH ; [max 2]
(ii) acid pH / below pH 5 / lowers the pH / becomes acidic ; R ref to lipase / bile salts being acidic
fat has been, digested / broken down ;
fatty acids (and glycerol) ; [3]

(iii) 1 ref to specific, pH / colour in, B / C ;

i.e. B is blue / 8-10 / alkaline
test- contents colour of pH
i.e. C is yellow / 4-5 / slightly acid
tube indicator after
5 minutes at 40 oC
ignore bile salts / lipase is alkaline in B
milk, alkaline
B A solution, lipase and orange
2 no, (chemical) digestion / breakdown (of fat) ; bile salts
3 no fatty acids ;
4 no lipase ; milk, alkaline
B solution, bile salts blue
C and water
5 some, (chemical) digestion / breakdown (of fat) ;
6 fat not emulsified ; milk, alkaline
7 so slower reaction (than A) ; C solution, lipase and yellow
8 fewer fatty acids produced ; water
award for B / C milk, alkaline
9 bile salts emulsify fats ; D blue
solution and water
10 ref to increasing surface area of fat (globules / AW) ;
11 bile salts are not enzymes ; [max 4]
6 (a) 1 cell wall ; R size

2 plasmid ;
3 flagella ; A fimbriae / pili
4 capsule ;
5 loop of DNA / circular chromosome / no chromosome(s) ; ignore ‘thread of DNA’ unqualified
6 no nucleus ;
7 no, organelles / named organelle ; some of these structures are not in all bacteria, but
are often shown in diagrams of bacteria
8 AVP ; e.g. smaller ribosomes [max 2]
(b) (i) A – lag ; please look carefully at spelling of lag and log
B – exponential / log ; [2]

(ii) 1 D – ‘birth’ = death ; A rate of growth / reproduction for birth
2 E – death > ‘birth’ ;
for either D or E
3 less / no, food / nutrients ;
4 less / no, oxygen ;
5 accumulation of, wastes / toxins ;
6 limiting factor(s) used in appropriate context ; A limit / limits in context
7 carrying capacity / described ; [max 3]
(c) (i) jointed, legs / limbs / appendages ;

exoskeleton ; [max 1]
(ii) either or
1 idea that bottom of sea, predators / prey, unable to see ; 1 bottom of the sea is covered in white, sand / rock ;
2 camouflage not needed (ref to, avoiding predators / 2 dark coloured crabs, are conspicuous / easily seen,
3 (therefore) no need to make pigment ; by predators / more likely to be predated ;
4 less energy needed (to make pigment) ; 3 no need to make pigment ;
4 less energy needed (to make pigment) ;
5 mutation / change in gene or DNA ;
6 so no pigment made (allow only if MP5 is given) ; 5 mutation / change in gene / DNA ;
7 white crabs / albino crabs, survive and reproduce ; 6 so no pigment made (allow only if MP5 is given) ;
8 pass on their, gene(s) / allele(s) (for no pigment) ; 7 white crabs / albino crabs, survive and reproduce ;
9 ref to (natural) selection in context ; R if artificial 8 pass on their, gene(s) / allele(s) (for no pigment) ;
9 ref to (natural) selection in context ; R if artificial
[max 4]

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0610 BIOLOGY
Mark schemes will use these abbreviations:

• ; separates marking points
• / alternatives
• R reject
• A accept (for answers correctly cued by the question, or guidance for examiners)
• AW alternative wording (where responses vary more than usual)
• underline actual word given must be used by candidate (grammatical variants excepted)
• D, L, T, Q quality of drawing / labelling / table / writing as indicated by mark scheme
• max indicates the maximum number of marks that can be given

Question Mark Scheme Mark Guidance
1 (a) Benedict’s reagent / solution / test; A Bendicts / Benedicks

A Fehlings / copper sulphate and sodium hydroxide
I copper sulphate alone
heat / boil; I warm / burn
safety feature: goggles / water bath / tongs; A hair tied back / gloves / lab coat
correct colour change: blue to green / yellow / orange / A turquoise for blue
red; R if omit blue
[4] Mark each point independently
(b) blue to purple / mauve / lilac / violet;; R blue to purple black

[1] Need starting colour and end colour for the mark
(c) (i) conclusion – acid damages / reacts with / denatures the

albumen ; [1] R restating the results
(ii) control / comparison / to maintain volume in test tube; [1] I makes solution neutral / to see the effect of the acid

(d) cloudy / white solid / milky / white (emulsion) ; [1] A turbid / turpid
(e) variable to change: concentration / strength of acid / pH I pH unqualified / volume or amount of acid / type of
of acid; acid
variable to measure: rate / speed of change (to cloudy) / A suitable changes to albumen
amount of white solid / degree of cloudiness ; I colour change
variable to control: volume or amount of albumen / A same type of albumen / same egg / type of egg
temperature; [3] I volume of acid
[Total: 11]

2 (a) (i) five digits / toes / fingers; A jointed legs / joints / legs have joins / legs are
joined
I skin / muscular legs / large legs / same sized legs
[1] A folded skin
A similar proportions / shape
(ii)
feature animal A animal B completion of Table 2.1 for two differences based on:
skin scales smooth naming one feature from any 2 of the 3 rows;
or
scales present absent correct comparison for each ;;
nails / claws / talons yes or present no or absent

feet / digits claws / talons / no claws /
or nails talons / nails
digits no webbing webbed A description of webbing / claws if correct
or
webbing absent present
Both features = 1 mark 2 comparisons = 2 [3]
(b) Please indicate each marking point using a tick or a

cross, in order in a vertical line next to the drawing.
I shading / representation of scales
O: outline clear, unbroken lines; R majority of sketched / artistic lines but
I minor / isolated overlaps or breaks.
S: larger than original Fig. 2.1 and digits in proportion Drawing to cover more than half vertical space
to rest of limb; (>60mm) but should not extend into the printing of the
following question
D1: presence of 5 digits ;
D2: minimum 4 claws; Label line must make contact with feature.
L: digit / toes / fingers / scales / join(t) / skin / claws / Please indicate correct label with tick next to it.
nails / talons; [5] If animal B drawn allow O, S and L [Max 3]

(c) measurement : length of line PQ on drawing ( ±1 mm); Check drawing size given using measuring tool
If not drawn, no mark
formula : measurement ÷ 36; A ecf for 1 or 2 marks for formula and calculation.
calculation : correct magnification; If correct answer then award formula and calculation
mark irrespective of working.
If units in answer mark is lost.
Incorrect rounding up or down loses mark
[3] A answer if many correct decimal points given
(d) (i) (260 × 2 = ) 520; [1] No mark for correct working with incorrect answer.
(ii) Up to three from:
general increase from 1992 to 1995; A rise in population from 1992 to early 1993 /
rise in population from early 1993 to 1994 /
rise in population from 1994 to 1995 /
peak / maximum at 1995 / 680 animals;

general decrease from 1995 to 2001; A drop from 1995 to 1997 /
drop between 1997 to half way through 1998 /
drop from half way through 1998 to 1999 /
drop from 1999 to 2001
idea that increases or decreases are not smooth;
any correct reference to figures with years; A appropriate use of figures with a minimum of two
population numbers for any two year references or a
calculated difference.
A if numbers are doubled as males and females may

[Max 3] be considered
[Total: 16]

3 (a) (i) easier to measure / AW; [1] I accurate / stop growing / disturbance of other onions
(ii) (more) reliable / identify anomalies / AW; I to get an average / mean / fair test / accurate / more
[1] chance of correct results
(iii) completion of Table 3.1:
total height for tips removed = 720 Both total heights must be correct for 1 mark.
and
total height for tips left on = 730;
mean height for tips removed = 72

and Both mean heights must be correct for 1 mark.
mean height for tips left on = 73; [2] A ecf
(iv) mean increase in height for tips removed = 12 Both mean increases must be correct for 1 mark.
and A ecf
mean increase in height for tips left on = 11; [1]

(b) (i) A: labelled axes and correct linear scale; A bars may be horizontal or vertical
A keys
Height axis must be ‘mean increase in height / mm’
S: size; Plots to fill more than half of grid along both axes
A ± 1 mm / ½ small square to apply to the entire length

P: plot; of top of bar
Any 1 incorrect = 0
R columns of different widths
C: equal width columns with spaces between; R if line graph or histogram drawn max 3 for
A S and P
No numbers on axis S and C only
[4]
(ii) onion: small amount of growth / little increase (1mm) / Growth must be minimal / AW
little effect / slow growth / ORA Description of growth for onion and beetroot must
be a qualitative description
beetroot: growth / growth rate almost stopped / a lot
less growth (6mm) / ORA [2]
(iii) onion : below tip / further down shoot / anywhere (in A top = tip shoot = stem / plumule
shoot) other than tip / bottom to middle / AW;
beetroot : at the tip; [2]
[Total: 13]

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BIOLOGY 0610/11
45 minutes
Soft clean eraser
*2526737671*
Soft pencil (type B or HB is recommended)

Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided
unless this has been done for you.
DO NOT WRITE IN ANY BARCODES
IB13 06_0610_11/5RP
2
1 Worms come to the soil surface after heavy rain.
Which characteristic of living organisms does this show?
A growth
B nutrition
C reproduction
D sensitivity
2 Which animal is not an arthropod?
A B
C D
3 The diagram shows a sea lion.
Which labelled feature shows that this animal is a mammal?
A
streamlined body
D
whiskers
C
skin
B
flipper
© UCLES 2013 0610/11/M/J/13

3
4 The diagram shows an animal found in fresh water.
Use the key to identify the animal.
1 body divided into segments ............... go to 2

body not divided into segments ......... go to 3
2 straight body ...................................... animal A
curved body ....................................... animal B
3 has a shell ......................................... animal C
has no shell ....................................... animal D
5 Which statement about xylem is correct?
A It carries sucrose.
B It converts light energy to chemical energy.
C It divides actively to help the plant to grow.
D It is no longer living.
6 The diagram shows a bacterial cell.
cytoplasm cell wall
DNA cell membrane
How is this cell different from a typical animal cell?
A It has a cell membrane.

B It has cytoplasm.
C It has no chloroplasts.
D It has no nucleus.

4
7 The diagram shows a plant cell.
In which labelled part of the cell is sugar made?
D A
cell wall vacuole
B
chloroplast
C
nucleus
8 Which of these tissues is not part of the organ with which it is paired?
organ containing this

tissue
tissue
A ciliated root
B muscle intestine
C nervous brain
D xylem leaf
9 The diagram shows a specialised cell.
nucleus
vacuole
cell membrane
cell wall
For which function is the cell adapted?
A absorption of water
B contraction of muscles
C movement of dust particles
D transport of oxygen
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10 The diagram represents two liquids, separated by a membrane through which osmosis can occur.
membrane
left right
key
molecule of water
molecule of
dissolved sustance
What movement of molecules will occur?
A Molecules of dissolved substance move from left to right.

B Molecules of dissolved substance move from right to left.
C Overall, water molecules move from left to right.
D Overall, water molecules move from right to left.
11 The scent from a bunch of flowers spreads throughout a room.
How does the scent spread?
A by conduction
B by diffusion
C by osmosis
D by transpiration
12 A human cell contains a length of DNA that carries the code for making which substance?
A fat
B glycogen
C lipase
D starch

6
13 A student set up a test-tube containing starch, water and amylase.
How could the student test whether the amylase had digested all the starch?
A Add Biuret solution.

B Add dilute hydrochloric acid.
C Add iodine solution.
D Weigh the test-tubes and contents before and after the experiment.
14 The diagram shows the apparatus used in an investigation to measure the rate of oxygen
production during photosynthesis.
measuring
gas cylinder
bright beaker
light
glass funnel
aquatic plant
water
The investigation was repeated several times and the average amount of gas collected was
calculated.
Which two factors must be kept constant during this investigation?
A the amount of water in the beaker and the height of the measuring cylinder
B the size of aquatic plant and the amount of gas in the measuring cylinder
C the size of aquatic plant and the duration of exposure to light
D the size of the beaker and the funnel
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15 The diagram shows the four types of human tooth.
1 2 3 4
incisor canine premolar molar
Which teeth are used for cutting rather than grinding food?
16 The diagram shows an experiment kept at room temperature.
tubing containing test-tube

starch, protease,
protein and simple
sugars distilled water
membrane permeable
to small molecules only
What is present in the water surrounding the membrane after 45 minutes?
A amino acids and simple sugars

B protein and amino acids
C protein and simple sugars
D starch and simple sugars

8
17 The diagram shows a double circulatory system.
2 3
capillaries of heart capillaries of the

the lungs rest of the body
1 4
Which vessels carry oxygenated blood?
18 The photograph shows two blood cells, X and Y.
What are the functions of cells X and Y?
cell X cell Y
A carries out phagocytosis carries oxygen

B carries oxygen produces antibodies
C carries oxygen carries carbon dioxide
D produces antibodies carries oxygen
© UCLES 2013 0610/11/M/J/13

9
19 The table shows the rate of water flow through a tree over a 12 hour period.
rate of flow /
time of day
cm per hour
17:00 100
19:00 120
11:00 140
13:00 250
15:00 300
17:00 260
19:00 180
What conclusion can be drawn from the table?
A Between 7:00 and 17:00 hours the rate of flow continuously increases.
B The greatest increase in rate of flow in a two-hour period is between 11:00 and 13:00 hours.
C Water does not flow up through a tree at night.
D Water flow is affected by humidity.
20 Which chemical could be used to show that cells are respiring aerobically?
A Benedict’s solution
B dilute sulfuric acid
C ethanol
D limewater
21 When does respiration take place in animals and plants?
animals plants
A all the time all the time

B all the time night time only
C day time only day time only
D day time only night time only

10
22 The diagram shows some ciliated cells from the trachea.
What is the function of the parts labelled X?
A detecting stimuli
B exchanging gases
C moving mucus
D trapping bacteria
23 Which food type, when eaten in excess, will cause a rise in the urea content of urine?
A carbohydrate
B fat
C mineral salts
D protein
24 Where is urea made?
A intestines
B kidney
C liver
D muscles
© UCLES 2013 0610/11/M/J/13

11
25 The diagram shows the eye of a person in a brightly-lit room.
What happens to distance F and distance G when this person moves into a dimly-lit room?
distance F distance G
A becomes larger becomes smaller

B becomes smaller stays the same
C becomes smaller becomes larger
D stays the same becomes smaller
26 A boy accidentally touches a very hot object and immediately takes his hand away.
In this reflex action, what is the effector?
A a heat receptor in his hand

B a motor neurone
C a muscle in his arm
D the spinal cord
27 Which row shows how one type of gamete is transported so that fertilisation can occur in a
flowering plant?
type of gamete how transported
A female in a pollen grain

B female in a seed
C male in a pollen grain
D male in a seed

12
28 In which conditions will seeds germinate?
temperature / °C the only gas present water
A 20 carbon dioxide water present

B 20 oxygen water present
C 0 carbon dioxide water absent
D 0 oxygen water absent
29 The graph shows the growth curves for boys and girls.
70 boys
60
50 girls
mass 40
/ kg 30
20
10
0
0 5 10 15 20
age / years
What is the approximate average growth rate of boys between 10 and 15 years old?
A 3.5 kg per year

B 18 kg per year
C 32 kg per year
D 50 kg per year
30 In cats, the allele for short hair is dominant to the allele for long hair. A short-haired cat gives birth
to five kittens. Two of them have long hair.
Which statement must be correct?
A Neither of the parents is heterozygous.

B One parent is homozygous.
C The female cat is heterozygous.
D The male cat is heterozygous.
© UCLES 2013 0610/11/M/J/13

13
31 Cystic fibrosis is an inherited disease that occurs when an individual is homozygous for a
recessive allele.
If parents are both heterozygous for this characteristic, what is the probability that their first child
will have cystic fibrosis?
A 0% B 25% C 50% D 100%
32 What determines the sex of a baby?
A the father’s blood group

B the father’s chromosomes
C the mother’s blood group
D the mother’s chromosomes
33 Which statement explains why the energy flow in a food chain is in one direction?
A Decomposers recycle nutrients for plants.

B Energy is not recycled.
C Plants convert light energy to chemical energy.
D The number of organisms decreases at each level in the food chain.
34 Which organisms do not get their energy by eating other organisms?
A consumer
B decomposer
C herbivore
D producer

14
35 A single tree is food for a large population of caterpillars. Several small birds eat the caterpillars.
The small birds are eaten by a bird of prey.
Which is the pyramid of biomass?
A B
C D
36 The diagram shows part of the carbon cycle.
Which letter represents photosynthesis?
carbon dioxide
in air
A
fossil fuels C D
B
plants animals
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37 The diagram shows part of the water cycle.
cloud
tree
rain
soil
How is water lost from the tree?
A condensation
B respiration
C translocation
D transpiration
38 Rabbits eat grass and foxes eat rabbits.
What would cause the highest increase in the number of rabbits?
A less grass and fewer foxes

B less grass and more foxes
C more grass and fewer foxes
D more grass and more foxes
39 The bloodworm is found in heavily polluted water.
The diagram shows where raw sewage flows into a river.
Where would there be fewest bloodworms?
input of
sewage
C D
direction B
of flow

16
40 What describes eutrophication and its effect on a river?
A Nutrients are depleted in the river, causing bacteria to die. This allows plants to grow and
deoxygenate the water.
B Nutrients are depleted in the river, causing plants to die. These decompose, so the water is
deoxygenated.
C Nutrients enter the river, causing algae to grow. These die and decompose, so the water is
deoxygenated.
D Nutrients enter the river, causing plants to grow. These provide extra food for animals, which
deoxygenate the water.
© UCLES 2013 0610/11/M/J/13

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*7596256075*
BIOLOGY 0610/31
Paper 3 Extended May/June 2013
1 hour 15 minutes

IB13 06_0610_31/6RP
2
BLANK PAGE
© UCLES 2013 0610/31/M/J/13

3
1 (a) Fig. 1.1 shows the human head, neck and thorax. For
Examiner's
Use
J B
H
C
G D
E
Fig. 1.1
Complete Table 1.1 by writing one letter from Fig. 1.1 to identify the named structures.
The first one has been done for you.
Table 1.1
structure letter from Fig. 1.1
left lung D
bronchus
diaphragm
intercostal muscle
rib
trachea
[5]

4
(b) In an investigation, a student breathed in and out of the apparatus shown in Fig. 1.2. For
Examiner's
Use
Valve X opens to allow atmospheric air in while valve Y is closed.
When the student breathes out, valve X is closed and valve Y opens to allow breathed
out air into the bag.
atmospheric
air
valve X
valve Y
air breathed out
bag for collection

of breathed out air
breathed out air
Fig. 1.2
The student breathed in and out four times. The bag was sealed and the volume of air
inside the bag was measured.
A sample of air from the bag was analysed for the percentage composition of oxygen,
carbon dioxide and nitrogen.
The student then did some vigorous exercise for five minutes. After the exercise, the
student repeated the procedure.
The results of the investigation are shown in Table 1.2.
Table 1.2
sample of breathed out air
before exercise after exercise
total volume of air collected in bag / cm3 2 000 15 000
mean volume of air per breath / cm3 500
percentage of oxygen / % 17.2 15.3
percentage of carbon dioxide / % 3.6 5.5
percentage of nitrogen / % 74.9 74.7
© UCLES 2013 0610/31/M/J/13

5
(i) Calculate the mean volume of air per breath after exercise. For
Examiner's
Use
Write your answer in Table 1.2.
Show your working.
[1]
(ii) Suggest one way, not shown in Table 1.2, in which the student’s breathing
changed after exercise.
[1]
(iii) The figures in Table 1.2 for the percentage composition of air in each sample do
not add up to 100 %.
Name one other gas that would be present in both samples of air.
[1]
(iv) The results for oxygen and carbon dioxide in the samples of breathed out air taken
before and after exercise are different.
Describe and explain these differences.
[3]
[Total: 11]

6
2 Fig. 2.1 shows the flow of energy through a natural ecosystem that is not used by humans For
at any of the trophic levels. Examiner's
Use
The unit of energy flow is kJ per m2 per year.
95 15
O
110
990 400
N
1500
P 7000
8500
decomposers
M
17 000
51 000
24 000
L
92 000
light
Fig. 2.1
(a) The letters L to O represent the different trophic levels in the ecosystem.
(i) Name the first and third trophic levels, L and N.
N [2]
(ii) Suggest what is shown by the relative sizes of the boxes, L to O, in the energy
flow diagram in Fig. 2.1.
[1]
© UCLES 2013 0610/31/M/J/13

7
(iii) There are no predators in the ecosystem feeding on the animals in trophic level O. For
Examiner's
Use
Suggest and explain why there are no predators in the ecosystem feeding on the
animals in trophic level O.
[3]
(iv) P in Fig. 2.1 does not represent any organisms.
Explain what P represents in the energy flow diagram.
[2]
(b) People who live near this ecosystem would like to use some of the organisms at
trophic level M for food.
Suggest and explain what might happen to the ecosystem if the people took too many
of the organisms at trophic level M.
[3]
[Total: 11]

8
3 Fig. 3.1 shows the human female reproductive system. For

Examiner's
R Use
S
X
T
V
Fig. 3.1
(a) Table 3.1 shows four functions of the female reproductive system.
Complete the table by:
• naming the part of the system that carries out each of the functions;
• using the letters from Fig. 3.1 to identify the part of the system named.
One row has been completed for you.
Table 3.1
function name of organ letter from Fig. 3.1

production of
gametes
site of implantation
site of fertilisation
dilates during birth cervix V

[3]
The hormone FSH is important in regulating the menstrual cycle.
(b) (i) State the target organ of FSH.
[1]
(ii) State one effect of FSH.
[1]
© UCLES 2013 0610/31/M/J/13

9
(c) The drug clomiphene is given to women who have difficulty in having children. The For
drug increases the secretion of FSH. Examiner's
Use
As part of treatment for infertility, a woman was given clomiphene for five days. The
concentration of oestrogen in her blood was measured every day for 27 days.
The results are shown in Fig. 3.2.

concentration of oestrogen in the blood / arbitrary units
160
140
120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28
clomiphene time / days

taken
Fig. 3.2
(i) Describe the changes in oestrogen in the blood over the 27 days.
You will gain credit if you use results from Fig. 3.2 in your answer.
[4]

10
(ii) Doctors thought that ovulation occurred around day 15. For
Examiner's
Use
Explain what is meant by the term ovulation.
[2]
(d) The treatment was not successful on the first occasion.
As an alternative to this treatment, women may be offered in vitro fertilisation (IVF)

treatment.
In IVF treatment, an egg is fertilised outside the body and the resulting embryo is
placed into the uterus.
Describe what happens when an egg is fertilised by a sperm.
[3]
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11
(e) Some embryos produced by IVF do not develop because there are problems with their For
chromosomes, such as having the wrong number. Examiner's
Use
(i) Define the term chromosome.
[2]
(ii) State the correct number of chromosomes that should be in a cell of a human
embryo.
[1]
[Total: 17]

12
4 Fig. 4.1 shows a cross section of part of a stem of buttercup, Ranunculus. For
Examiner's
Use
Fig. 4.2 is an outline drawing of one vascular bundle from the stem of Ranunculus.
Fig. 4.1
Fig. 4.2
(a) Draw and label the position of the xylem and the phloem in the outline of the vascular
bundle in Fig. 4.2. [2]
(b) Name the carbohydrate that is transported in the phloem.
[1]
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13
(c) Substances transported in the phloem are carried upwards in the stem at some times For
of the year and downwards at other times. Examiner's
Use
Explain why substances are transported in the phloem upwards at one time of the year
and downwards at another.
[4]
(d) Define the term transpiration.
[3]

14
(e) The rattan palm is a plant that climbs on rainforest trees to heights of about 40 metres. For
Examiner's
Use
Explain how water is moved to the tops of tall plants, such as the rattan palm.
[4]
[Total: 14]
© UCLES 2013 0610/31/M/J/13

15
5 Enzymes are necessary for many biological processes, such as the digestion of fat. For
Examiner's
lipase Use
fat + water fatty acids + glycerol
(a) (i) Explain why enzymes are necessary for biological processes.
[3]
(ii) Lipase, protease and amylase are enzymes secreted into the alimentary canal.
Name one organ that secretes each enzyme. Choose your answers from this list.
colon gall bladder liver oesophagus
pancreas rectum salivary glands stomach
You can use each organ only once.
lipase
protease
amylase [3]

16
(b) A group of students investigated the digestion of fat in milk. For

Examiner's
Use
• They added an alkaline solution to the milk.
• They divided the milk into four test-tubes.
• They added lipase and bile salts to some of the test-tubes, as shown in Table 5.1.
They did this at the same time for each test-tube.
• They kept all test-tubes at 40 °C.
• After 5 minutes, they added Universal Indicator solution to each test-tube.
Table 5.1
colour of pH indicator after 5

test-tube contents
minutes at 40 °C
milk, alkaline solution, lipase and bile
A orange
salts
milk, alkaline solution, bile salts and
B blue
water
milk, alkaline solution, lipase and
C yellow
water
D milk, alkaline solution and water blue
Fig. 5.1 shows the colour of the indicator at different pH values.
red orange yellow green blue purple
0 2 4 6 8 10 12 14
pH
Fig. 5.1
(i) Explain why test-tube D was included in the investigation.
[2]
© UCLES 2013 0610/31/M/J/13

17
(ii) Explain why the colour in test-tube A was orange. For

Examiner's
Use
[3]
(iii) Explain the results for test-tubes B and C.
test-tube B
test-tube C
[4]
[Total: 15]

18
6 Bacteria and animals are found in many habitats on land and in the sea. For
Examiner's
Use
(a) State two ways in which the structure of a bacterial cell differs from the structure of an
animal cell.
2 [2]
(b) Some bacteria were grown in the laboratory. Fig. 6.1 shows the change in numbers of
bacteria when grown in a closed flask containing nutrients and oxygen.
800
D
700
C
600
500
number of
E
bacteria / 400
cells × 106
per cm3 B
300
200
100
A
0
0 10 20 30 40 50 60
time / hours
Fig. 6.1
(i) Name the phases of growth, A and B.
B [2]
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19
(ii) Explain why the numbers of bacteria do not change in phase D and decrease in For
phase E. Examiner's
Use
[3]
(c) Fig. 6.2 shows the vent crab, Bythograea thermydron, which lives at great depths in the
sea where there is no light.
Fig. 6.2
(i) State one feature, visible in Fig. 6.2, that show that B. thermydron is an arthropod.
[1]

20
(ii) Although most species of crabs are red, brown or green, B. thermydron is white. For
Examiner's
Use
Suggest and explain how white crabs evolved at great depths in the sea.
[4]
[Total: 12]
Copyright Acknowledgements:
Figure 1.1 © B S Beckett; Biology, A Modern Introduction; Oxford University Press.

Figure 4.1 © Ref: B725/0317; Buttercup Stem (Ranunculus sp.); Herve Conge; ISM Science Photo Library.
© UCLES 2013 0610/31/M/J/13

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*0191634512*
BIOLOGY 0610/61
1 hour

IB13 06_0610_61/5RP
2
1 Fig. 1.1 shows a bird’s egg. Part of the shell has been removed. For
Examiner's
Use
shell
yolk
albumen
Fig. 1.1
Approximately 90 % of albumen is water. The remaining 10 % is made up of other

substances such as reducing sugar.
(a) Describe how you could safely test a sample of albumen for reducing sugar.
[4]
(b) A student tested some albumen for the presence of protein using Biuret reagent.
The solution changed colour. It was a positive result.
Describe this colour change.
[1]
© UCLES 2013 0610/61/M/J/13

3
(c) Fig. 1.2 shows an experiment to investigate the effect of acid on albumen. For
Examiner's
Use
3 drops 3 drops of
of water dilute acid
test-tube 1 test-tube 2
Fig. 1.2
The test-tubes were observed after five minutes.

The results are shown in Table 1.1.
Table 1.1
test-tube observation
1 stayed as a clear liquid
2 changed from a clear liquid to a white solid
(i) State a conclusion that can be made from these results.
[1]
(ii) State why water was added to test-tube 1.
[1]

4
(d) Fat is present in the yolk. For

A student carried out the emulsion test on a sample of yolk and it gave a positive result. Examiner's
Use
State what the student would observe.
[1]
(e) Two students wanted to investigate the effect of concentration of acid on albumen.
For this investigation, suggest a suitable:
variable to change;
variable to measure or observe;
variable to control. [3]
[Total: 11]
© UCLES 2013 0610/61/M/J/13

5
2 Fig. 2.1 shows the back leg of two animals. For

Examiner's
Use
The animals belong to two different vertebrate groups.
P Q
animal A animal B
Fig. 2.1
(a) (i) Describe one similarity, visible in Fig. 2.1, between the leg of animal A and the
leg of animal B.
[1]
(ii) Complete Table 2.1 to state two differences, visible in Fig. 2.1 between the leg of
animal A and the leg of animal B.
Table 2.1
feature animal A animal B
[3]

6
(b) Make a large, labelled drawing of the leg of animal A. For

Examiner's
Use
[5]
(c) You are going to calculate the magnification of your drawing of the photograph of the
leg of animal A.
Length of line PQ in Fig. 2.1 is 36 mm.

Draw line PQ on your drawing in the same position as in Fig. 2.1.
Length of line PQ in drawing mm
Calculate the magnification of your drawing.

Show your working.
magnification × [3]
© UCLES 2013 0610/61/M/J/13

7
(d) A population of animals was studied over nine years. The changes in the population of For
males are shown in Fig. 2.2 Examiner's
Use
700
600
500
estimated 400
number of
males 300
200
100
0
1992 1994 1996 1998 2000 2002
year
Fig. 2.2
(i) Use the graph to estimate the total population of males and females in 1992.
Assume that the number of males and females is equal.
Show your working.
total population of males and females [1]
(ii) Describe the changes in the population from 1992 to 2001.
[3]
[Total: 16]

8
3 (a) An investigation was carried out on the growth of onion seedlings. For
Onion seedlings were grown in a tray. Examiner's
Use
One millimeter was removed from the tips of all of the onion seedlings on the left side
of the dividing line, as shown in Fig. 3.1.
tray
tips (1 mm) removed tips left on
from onion seedlings onion seedlings
Fig. 3.1
Ten onion seedlings were cut at soil level from each side of the tray.
The heights of these onion seedlings were measured and recorded.
These are shown as the start heights in Table 3.1.
After three days, ten more onion seedlings were cut from each side, measured and
recorded. The heights are shown in Table 3.1.
(i) Suggest why the onion seedlings were cut and removed from the tray before they
were measured.
[1]
(ii) State why a sample of ten onion seedlings is better than a sample of three onion
seedlings.
[1]
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9
Table 3.1 shows the heights of the onion seedlings at the start and of those measured For
after three days. Examiner's
Use
Table 3.1
height of seedling / mm
tips removed tips left on
start after three days start after three days
84 70 70 63
61 76 79 65
54 63 57 83
57 76 58 79
56 80 53 83
62 71 52 74
68 73 61 76
45 60 63 60
64 76 51 85
49 75 76 62
total height / mm 600 620
mean height / mm 60 62
(iii) Complete Table 3.1 by calculating the total height and mean height of the onion
seedlings after three days. [2]
(iv) Calculate the mean increase in height of the onion seedlings:
tips removed mm
tips left on mm [1]

10
(b) The experiment was repeated with another tray of onion seedlings. For
The same experiment was then performed on beetroot seedlings. Examiner's
Use
The results are shown in Table 3.2.
Table 3.2
mean increase in height / mm
onion seedlings beetroot seedlings
tips removed tips left on tips removed tips left on
10 9 1 7
(i) Draw a bar chart on Fig. 3.2 to show the data in Table 3.2.
Fig. 3.2
[4]
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11
(ii) Describe the effect of removing the tips on the growth of onion and beetroot For
seedlings. Examiner's
Use
onion
beetroot
[2]
(iii) Suggest where growth takes place in the shoots of onion and beetroot seedlings.
onion
beetroot
[2]
[Total: 13]
© UCLES 2013 0610/61/M/J/13

12
BLANK PAGE
Copyright Acknowledgements:
Question 2 Figure 2.1 © Peter Skinner / Shepreth Wildlife Park
© UCLES 2013 0610/61/M/J/13

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0620 CHEMISTRY
Question Question
Key Key
Number Number
1 B 21 D
2 C 22 C
3 C 23 D
4 D 24 C
5 D 25 D
6 D 26 B
7 C 27 D
8 A 28 D
9 B 29 C
10 D 30 C
11 B 31 B
12 B 32 D
13 C 33 A
14 D 34 B
15 C 35 C
16 B 36 B
17 A 37 C
18 A 38 D
19 C 39 A
20 C 40 A

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0620 CHEMISTRY
1 (a) (i) contains carbon and hydrogen [1]

cond: only / just [1]
(ii) (different) boiling points [1]

cond: separate [1]
(b) bitumen-making roads / roofs / water-proofing, etc. [1]
lubricating fraction – waxes / vaseline / grease, etc. or machinery example, e.g. (oil a) bike /
hinges / reducing friction [1]
paraffin fraction – jet fuel / (home) heating or tractors or cooking or lighting [1]
gasoline fraction – petrol or fuel for cars / vans / trucks [1]
[Total: 8]
2 (a) 3 or III [1]
(b) good conductor and it is a metal/has delocalised (free) electrons [1]
(c) N or P or As or Sb [1]
accept Bi
(d) M2(SO4)3 [1]

accept: Ga2(SO4)3
(e) it would react with/dissolves in a named strong acid [1]

it would react with/dissolves in a named alkali [1]
it shows both basic and acid properties =1 [1]
it reacts with both acids and bases/alkalis =1 [1]
[max 2]
[Total: 6]

3 (a) (i) pieces have (same) surface area [1]

same amount / mass / quantity / volume / number of moles of carbonate [1]
(ii) no more bubbles / carbon dioxide or piece disappears / dissolves [1]
(b) experiment 1 Ca2+ + CO2 + H2O [1]
(c) (i) more concentrated or higher concentration (of acid) (in experiment 1) [1]
accept: arguments based on collision theory
(ii) ethanoic acid is a weak acid or hydrochloric acid is a strong acid [1]
accept: stronger or weaker
ethanoic acid less ionised / dissociated / lower / smaller concentration of hydrogen ions [1]
accept: less hydrogen ions and vice versa argument but not dissociation of ions
(iii) lower temperature (particles) have less energy [1]

moving more slowly [1]
fewer collisions / lower collision rate [1]
or
lower temperature (particles) have less energy [1]
fewer particles collide [1]
with the necessary energy to react [1]
note: less energy fewer successful collisions gains all 3 marks
[Total: 10]
4 (a) it is an alkane or hydrocarbon [1]

it is saturated or only C—C single bonds [1]
accept: no double bonds
(b) molecular formula C6H12 [1]

empirical formula CH2 [1]
(c) correct structural formula of cyclobutane [1]

(d) (i) C6H12 [1]

accept: a correct structural formula
(ii) same molecular formula not: chemical formula [1]

different structural formulae / structures [1]
(e) add bromine (water) or (l) [1]
cond: (remains) brown or orange or red or yellow [1]
cond: changes from brown, etc. to colourless or decolourises [1]

not: clear
OR
potassium manganate(VII) [1]
note: oxidation state not essential but if given must be correct or [0]
accept: potassium permanganate
cond: remains pink / purple [1]
cond: changes from pink to colourless (acidic) [1]

not: clear
cond: change from pink to green / brown (alkaline)
[Total: 11]
5 (a) (i) any metal above zinc

Mg → Mg2+ + 2e– [1]
(ii) Zn + 2Ag+ → Zn2+ + 2Ag [2]

Note: not balanced only [1]
(iii) because they can accept or gain electrons / change into atoms or can be reduced [1]
(iv) Ag+ or silver [1]

charge not essential but if given must be correct
(v) Ag+ and Cu2+ or silver and copper [1]

charge not essential but if given must be correct

(b) Cu Sn Cd Zn (i.e. all 4 in correct order) [1]

relates order to voltage [1]
one relevant comment from: [1]
higher reactivity metals are the negative electrode / copper is least reactive because it is the
positive electrode because copper would have the lowest voltage / copper cell V = 0 / the
bigger the difference in reactivity, the bigger the voltage / zinc has highest voltage because it
is most reactive / more reactive metals have higher voltage
[Total: 9]
6 (a) (i) proton or H+ acceptor [1]
(ii) (measure) pH or (use) UI indicator [1]

note: can be implied need not be explicit
sodium hydroxide has higher pH / ammonia(aq) has lower pH [1]
(this sentence would score 2 marks)
or
appropriate colours with UI / appropriate numerical values [1]
ammonia is closer to green, blue-green, turquoise or lighter blue
sodium hydroxide is darker blue / purple / violet [1]
or
measure electrical conductivity [1]
can be implied need not be explicit
ammonia (aq) is the poorer conductor/ sodium hydroxide is the better conductor [1]

(b) any five from:
• high pressure favours lower volume side / movement to right / ammonia side, or high
pressure increases the yield
• high pressure increases rate
• low temperature favours exothermic reaction / increases yield / favours the forward
reaction
• low temperature gives low rate or vice versa
• catalyst increases rate or lowers activation energy
• 450 °C low enough to give an economic yield but with catalyst gives a fast enough rate
note need whole concept to get this compromise temperature point [5]
(c) 2NH3 + NaClO → N2H4 + NaCl + H2O [2]

not balanced only 1
(d) 4 hydrogen atoms 1 bonding pair each [1]

2 nitrogen atoms with 1 bonding pair between them [1]
one non-bonding pair on each N (need not be seen as a pair) [1]
(e) (i) pH increases [1]
(ii) oxygen needed for rusting / removes oxygen / reacts with oxygen [1]
[Total: 15]
7 (a) (i) add carbon / animal charcoal [1]

filter [1]
OR
repeat experiment without indicator [1]

using same quantity / volume of acid [1]
(ii) add magnesium metal / carbonate / oxide / hydroxide

to (hot) (hydrochloric) acid [1]
cond: until in excess or no more dissolves or reacts [1]
cond: filter (to remove unreacted solid) [1]

(b) number of moles of HCl = 0.020 x 2.20 = 0.044 [1]

number of moles of LiOH = 0.044
concentration of LiOH = 0.044/0.025 = 1.769 (mol / dm3) [1]
accept 1.75 to 1.77 need 2 dp
correct answer scores = 2
(c) (for LiCl.2H2O)

mass of one mole = 78.5 [1]
percentage water = 36 / 78.5 x 100 [1]
45.9 so is LiCl.2H2O [1]
only award the marks if you can follow the reasoning and it gives 45.9% of water
note: if correct option given mark this and ignore the rest of the response
allow: max 2 for applying a correct method to another hydrate, [1] for the method and [1] for
the correct value, working essential
[Total: 10]
8 (a) (i) regular arrangement / repeating pattern NOT structure [1]

cond: ions [1]
not molecules / atoms
(ii) attraction between opposite charges / electrostatic attraction [1]
(b) delocalised / mobile / free / sea of electrons [1]

positive ions / cations
not atoms / protons / nuclei [1]
attraction between these electrons and ions [1]
(c) giant covalent

no ions [1]
no delocalised / free / mobile / sea of electrons or all electrons [1]
ionic
in ionic solid ions cannot move [1]
liquid ionic compound ions can move [1]
metallic
(both solid and liquid) metals have delocalised (or alternative term) electrons [1]
[Total: 11]

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0620 CHEMISTRY
1 (a) electrode(s) / anode / cathode(either) (1)

allow: electrodes labelled wrong way round not: carbon/platinum
bulb / lamp / light (1) [2]
(b) lighted splint (1) pops (1) glowing splint = 0 [2]
(c) graduated test-tube / measuring cylinder (1) not: gas syringe as will not work
filled with electrolyte / acid / water inverted over electrode / owtte (1) [2]
(d) (i) sodium hydroxide (1) [1]
(ii) universal indicator with pH>7 / litmus turns blue (1) [1]
note: mark not awarded if (d)(i) is incorrect
2 (a) to prevent air / oxygen / bacteria entering jar (1) [1]
(b) pestle and / or mortar (1) [1]
(c) diagram of funnel and filter paper (1) labelled (1) [2]
(d) yeast would not work at high temperatures / kills yeast / denatures enzymes / owtte (1) [1]
allow: kills enzyme
(e) (i) bubbles / froth (1) [1]

not: gas / CO2 given off / turns cloudy
(ii) (collect gas) and measure volume / count bubbles (1)
over certain time interval (1) [2]

allow: one mark for timing until bubbles / reaction stopped
(f) fractional distillation (1) [1]
© University of Cambridge International Examinations 2012

3 (c) Table of results for Experiments 1–4
mass of solids correctly recorded (1) 1, 2, 3, 5 g
initial and maximum temperature boxes correctly completed (1)
initial 21, 23, 22, 24
maximum 23, 27, 28, 34
temperature differences correct (1) 2, 4, 6, 10 [3]
(d) results for Experiment 5
initial and final temperatures completed 21 and 13 (1)
temperature change completed correctly and shown as negative –8 (1) [2]
(e) all points correctly plotted 3–1 for any incorrect
straight line graph drawn with a ruler (1) [4]
(f) (i) value from graph 12 °C ± half small square (1)
extrapolation shown clearly (1) allow: ecf [2]
(ii) value from graph 4.5 g ± half small square (1)
indication shown clearly (1) allow: ecf [2]
(g) endothermic (1) [1]
(h) lower temperature change (1)
3 °C (1)
greater volume/more acid (1) any 2 for [2]
(i) room temperature or initial temperature from table 24 °C (1)
reaction finished / owtte (1) [2]
(j) advantage, e.g. comparability of results / fair test (1)

ignore: reference to reliability / accuracy
disadvantage, e.g. reaction not finished / temperature still changing / may not reach
maximum temperature (1) [2]

4 tests on filtrate
(a) colourless (1) [1]

ignore: clear, not: white
(b) white (1) precipitate (1)
soluble in excess / dissolves (1) [3]
(c) white precipitate (1)

Insoluble / does not dissolve (1) [2]
(d) white (1) precipitate (1) [2]
(e) no reaction / no change / no precipitate (1) [1]
(g) transition metal / copper (1) carbonate (1) [2]
5 (a) both lose mass (1) [1]

not: change mass
(b) mass loss increases constantly in graph A (1)
becomes constant in graph B (after about 7–9 hours) (1)
mass loss or change is greater in acid/less in alkali (1) [3]
(c) goggles / lab coat / tongs / fume cupboard / well ventilated area any two [2]
ignore: reference to hair
6 weigh mixture (1)
add excess (1) sulfuric acid (1)
heat / stir (1)
filter (1) wash (1) dry (1) the carbon / residue
reweigh(1) calculate percentage (1) max 6 [6]
will not work = 0

ignore: details of evaporation of copper sulfate solution
note: must have at least one weighing for 6 marks

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Triple Science IGCSE Exam

Academic year 2015-16

Exam date Subject Exam type

BIOLOGY 14. Coordination and 6. Chemical energetics

Soft pencil (type B or HB is recommended)

READ THESE INSTRUCTIONS FIRST

Write in soft pencil.

Read the instructions on the Answer Sheet very carefully.

This document consists of 15 printed pages and 1 blank page.

1 The diagram shows a cup of tea.

moving faster closer together

2 Crystals of sodium chloride were prepared by the following method.

25.0 cm3 of hydrochloric the volume of aqueous 15 cm3 of water

A burette pipette measuring cylinder

© UCLES 2013 0620/11/M/J/13

3 Lead iodide is insoluble in water.

A 1, 2 and 4 B 1, 3 and 5 C 1, 4 and 5 D 2, 4 and 5

Which statement about element X is correct?

A An atom of X contains 13 protons and 13 neutrons.

Which element forms a coloured oxide?

© UCLES 2013 0620/11/M/J/13 [Turn over

6 For which substance is the type of bonding not correct?

7 Element X has six electrons in its outer shell.

How could the element react?

A by gaining two electrons to form a positive ion

8 The diagram shows an incomplete circuit.

A aqueous sodium chloride

© UCLES 2013 0620/11/M/J/13

11 The diagram shows an electrical cable.

Which statement about the substances used is correct?

A The coating is plastic because it conducts electricity well.

© UCLES 2013 0620/11/M/J/13 [Turn over

12 The diagram shows an electrolysis circuit.

At which electrode is hydrogen formed?

What would show that the process was exothermic?

A A blue solution is formed.

14 Which substance does not require oxygen in order to produce energy?

© UCLES 2013 0620/11/M/J/13

CuSO4.5H2O CuSO4 + 5H2O

Statements 1, 2 and 3 refer to this reaction.

1 Hydrated copper(II) sulfate is reduced to anhydrous copper(II) sulfate.

Which statements are correct?

A 1 only B 1 and 2 C 2 and 3 D 3 only

16 Calcium carbonate reacts with hydrochloric acid to form carbon dioxide.

Which changes would slow this reaction down?

1 decreasing the concentration of hydrochloric acid

A 1 and 2 only B 1 and 3 only C 2 and 3 only D 1, 2 and 3

17 The equations represent redox reactions.

In which equation is the underlined substance acting as a reducing agent?

A 3CO + Fe2O3 → 2Fe + 3CO2

D CaO + H2O → Ca(OH)2

Which substance could, most safely, be used to neutralise the acid?

© UCLES 2013 0620/11/M/J/13 [Turn over

19 The diagram shows one period of the Periodic Table.

Which two elements form acidic oxides?

A carbon and lithium

20 The diagram shows an experiment.

What happens to the pieces of litmus paper?

blue litmus paper red litmus paper

A changes colour changes colour

A formed when vegetation decomposes key