Science Stage 9 Paper 1 2022 45 minutes No additional materials are needed. INSTRUCTIONS • Answer all questions. • Write your answer to each question in the space provided. • You should show all your working on the question paper. INFORMATION • The total mark for this paper is 50. • The number of marks for each question or part question is shown in brackets [ ]. 3146_01_8RP © UCLES 2022 2 1 Look at the diagram of a plant. It shows the movement of water through the plant. Water is lost from the leaves by ........................................ . Water travels upwards through .................................. vessels. Water enters the root hair cells by .......................................... . (a) Complete the three labels on the diagram. [2] (b) Minerals are dissolved in the water that moves through a plant. Write down the name of the mineral needed to make chlorophyll. [1] 2 Look at the diagram. It shows part of the Periodic Table. H Li He Be B C N O F Ne Na Mg Al Si P S Cl Ar K Ca transition elements (a) Write down the chemical symbol for the element which has the electronic structure 2.8.4. [1] (b) Write down the chemical symbol for an element in the same group as Be. [1] (c) Hydrogen and oxygen react together to make molecules of water. Write down the type of bonding in a water molecule. [1] © UCLES 2022 S/S9/01 3 3 Angelique investigates four sounds A, B, C and D using an oscilloscope. Look at her oscilloscope traces. A B C D (a) Circle the loudest sound. A B C D [1] (b) Which of these will make the sound louder? Tick () the correct answer. increasing the frequency decreasing the frequency increasing the amplitude decreasing the amplitude [1] (c) Circle the sound with the highest pitch. A B C D [1] (d) Which of these increases the pitch of the sound? Tick () the correct answer. increasing the frequency decreasing the frequency increasing the amplitude decreasing the amplitude [1] © UCLES 2022 S/S9/01 [Turn over 4 4 This question is about stars and star systems. (a) Stars can be classified according to their properties. Look at the table of the properties of some stars. star type colour average mass (the Sun = 1) average radius (the Sun = 1) average luminosity (the Sun = 1) O blue 60 15 1 400 000 B blue 18 7 66 000 A blue 3.2 2.5 80 F blue to white 1.7 1.3 6 G white to yellow 1.1 1.1 1.2 K orange to red 0.8 0.9 0.4 M red 0.3 0.4 0.04 Rigel is a star with: • • mass 18 times that of the Sun luminosity 66 000 times that of the Sun. Write down the star type and the colour of Rigel. star type colour [1] © UCLES 2022 S/S9/01 5 (b) Scientists have developed a model to explain how star systems form. • • • • • Clouds of dust and gas collapse due to gravity. Most of the mass collects in the centre forming a star. The rest of the mass forms a flattened disc. Planets and other objects are formed from this mass. Collisions occur between planets and other objects in the star system. (i) Write down the name given to clouds of dust and gas that collapse due to gravity. [1] (ii) Charon is a satellite moon of the dwarf planet Pluto. Use the model to suggest how Charon may have been formed. [2] © UCLES 2022 S/S9/01 [Turn over 6 5 Pierre investigates photosynthesis. Look at the leaf. It has some areas that are green and other areas that are white. Pierre: • • puts a small strip of black paper across part of the leaf puts the leaf under a light source for 24 hours. leaf under a light source for 24 hours 2 green area 1 3 white area 4 black paper Pierre then: • • • • cuts out the four different parts of the leaf labelled 1, 2, 3 and 4 adds these parts to separate test-tubes containing a small volume of ethanol heats each test-tube to remove any green colour from the leaf parts tests parts 1, 2, 3 and 4 for starch with iodine solution. (a) Ethanol is a flammable liquid. Describe how Pierre safely heats each test-tube containing ethanol. [1] (b) When starch is present iodine turns black. Look at the results. part 1 2 3 4 Starch is made after photosynthesis happens. Explain how the results show that both light and chlorophyll must be present for photosynthesis. light chlorophyll [2] © UCLES 2022 S/S9/01 7 6 Iron is a solid at room temperature. A block of iron has a volume of 40 cm3. The mass of the block is 316 g. (a) Calculate the density of iron in g / cm3. density of iron = g / cm3 [2] (b) Hydrogen is a gas at room temperature. Describe how the density of hydrogen compares to the density of iron. [1] © UCLES 2022 S/S9/01 [Turn over 8 7 Carlos heats water in a cooking pan. water cooking pan handle (a) Write down the name of the thermal energy transfer process shown by the arrows on the diagram. [1] (b) Carlos puts a lid on his cooking pan. The water in the cooking pan heats up faster. Explain why. [1] (c) Some pans have steel handles. Other pans have wooden handles. Which material, steel or wood, is best for making the handles of pans? Explain your answer. [1] © UCLES 2022 S/S9/01 9 8 Scientists believe a collision between the Earth and a huge asteroid happened millions of years ago. They think that large clouds of dust blocked the light of the Sun for many years. Scientists believe this caused the extinction of the dinosaurs. Suggest three reasons why this collision caused the extinction of the dinosaurs. 1 2 3 [3] © UCLES 2022 S/S9/01 [Turn over 10 9 This question is about inheritance and variation. (a) In humans, sex is determined by a pair of sex chromosomes. There are two different sex chromosomes, X and Y. Complete the diagram to show how these two chromosomes are inherited in humans. X ........ father mother XY XX sperm ova X ....... ........ ........ female offspring ....... ........ male offspring [2] (b) Humans and rabbits show variation. Look at the pictures of three rabbits. (i) One example of variation is length of leg. Write down one other example of variation seen in these rabbits. [1] (ii) What is the cause of this variation? [1] © UCLES 2022 S/S9/01 11 10 Blessy investigates the displacement reactions of four metals. The metals are copper, magnesium, zinc and iron. She puts the metals into solutions of metal salts and identifies if there is a reaction. solution metal Look at her table of results. key = reaction = no reaction solution metal copper sulfate magnesium sulfate zinc sulfate iron sulfate copper magnesium zinc iron (a) Write down the order of reactivity of these four metals. most reactive least reactive [1] (b) Complete the word equation for the reaction between zinc and copper sulfate. zinc copper sulfate ............................. ............................. ............................. ............................. [1] © UCLES 2022 S/S9/01 [Turn over 12 11 Look at the circuit diagram. F E (a) Which electrical component is shown by E? [1] (b) Which electrical component is shown by F? [1] (c) The current in the circuit is 0.50 A. The voltage is 12 V. Calculate the resistance of component E. resistance = © UCLES 2022 S/S9/01 Ω [1] 13 (d) Electrical circuits can be modelled using water flowing through pipes. Look at the diagram. The arrows show the direction of water flow. piping pump water narrow piping Water is pumped around the piping. (i) Which part of an electrical circuit is modelled by the pump? [1] (ii) Which part of an electrical circuit is modelled by the narrow pipe? [1] (iii) Complete the sentence. Choose from the list. current power resistance The flow of water models the © UCLES 2022 voltage in an electrical circuit. S/S9/01 [1] [Turn over 14 12 (a) This question is about carbon dioxide in the atmosphere. Look at the diagram of the carbon cycle. carbon dioxide in atmosphere process Z photosynthesis carbohydrates in animals carbohydrates in plants process Y (i) Write down the name of process Y. [1] (ii) Write down the name of the gas needed for process Z. [1] © UCLES 2022 S/S9/01 15 (b) Look at the graph. It shows the carbon dioxide concentration in the atmosphere during the last 40 000 years. 400 350 carbon dioxide concentration in the atmosphere in p.p.m. 300 250 200 150 40 000 30 000 20 000 10 000 present day years before present day (i) Look at the carbon dioxide concentration in the atmosphere between 40 000 years and 4000 years before present day. Describe how the carbon dioxide concentration in the atmosphere changes during these years. [2] (ii) The carbon dioxide concentration in the air during the last 4000 years is not shown on the graph. Draw a line on the graph to show the carbon dioxide concentration from 4000 years ago to present day. [1] (c) Carbon dioxide levels in the atmosphere are linked to increases in global temperature. Describe one other effect that the predicted carbon dioxide concentration might have in the future. [1] © UCLES 2022 S/S9/01 [Turn over 16 13 Ahmed makes some copper sulfate crystals. He adds an excess of copper oxide to warm dilute sulfuric acid in a beaker. After the reaction the beaker contains copper sulfate solution and the excess copper oxide. Copper oxide is insoluble in water. copper sulfate solution copper oxide Describe how Ahmed makes copper sulfate crystals from the contents of the beaker. [3] © UCLES 2022 S/S9/01 17 14 Look at the information about some Group 1 elements. element electronic structure melting point in °C lithium 2.1 181 sodium 2.8.1 98 potassium 2.8.8.1 64 rubidium Gabriella makes some predictions about rubidium. Rubidium is below potassium in the Periodic Table. (a) Predict the number of electrons in the outer orbit (shell) of an atom of rubidium. [1] (b) Predict the melting point of rubidium. melting point = °C [1] (c) Predict how the reactivity of rubidium compares to lithium, sodium and potassium. [1] © UCLES 2022 S/S9/01 © UCLES 2022 21 22 S/S9/01 40 38 Sr strontium 88 56 Ba barium 137 88 39 37 Rb rubidium 85 55 Cs caesium 133 87 actinoids lanthanoids – actinoids calcium potassium – 89–103 Ca K Ra 57–71 20 19 radium 89 24 23 Fr 104 39 magnesium sodium francium 178 45 Mg Na name cerium 140 90 Th thorium 232 lanthanum 139 89 Ac actinium – 231 protactinium Pa 91 141 praseodymium Pr 59 58 Ce 57 – – dubnium Db 105 181 tantalum Ta 73 93 niobium Nb 41 51 vanadium V 23 Cr 24 238 uranium U 92 144 neodymium Nd 60 – seaborgium Sg 106 184 tungsten W 74 96 molybdenum Mo 42 52 chromium relative atomic mass rutherfordium Rf hafnium Hf 72 91 zirconium Zr 40 48 titanium La lanthanoids yttrium Y scandium Ti 12 11 Sc 9 7 atomic symbol Be beryllium Li lithium 4 3 Key atomic number 2 1 – neptunium Np 93 – promethium Pm 61 – bohrium Bh 107 186 rhenium Re 75 – technetium Tc 43 55 manganese Mn 25 – plutonium Pu 94 150 samarium Sm 62 – hassium Hs 108 190 osmium Os 76 101 ruthenium Ru 44 56 iron Fe 26 27 28 29 30 – americium Am 95 152 europium Eu 63 – meitnerium Mt 109 192 – curium Cm 96 157 gadolinium Gd 64 – darmstadtium Ds 110 195 platinum Pt Ir iridium 78 106 palladium Pd 46 59 nickel Ni 77 103 rhodium Rh 45 59 cobalt Co – berkelium Bk 97 159 terbium Tb 65 – roentgenium Rg 111 197 gold Au 79 108 silver Ag 47 64 copper Cu – californium Cf 98 163 dysprosium Dy 66 – copernicium Cn 112 201 mercury Hg 80 112 cadmium Cd 48 65 zinc Zn B C – einsteinium Es 99 165 holmium Ho 67 – nihonium Nh 113 204 thallium Tl 81 115 – fermium Fm 100 167 erbium Er 68 – flerovium Fl 114 207 lead Pb 82 119 tin Sn In indium 50 73 germanium Ge 32 28 silicon 49 70 gallium Ga 31 27 aluminium Si 14 13 Al 12 carbon 11 boron 6 – mendelevium Md 101 169 thulium Tm 69 – moscovium Mc 115 209 bismuth Bi 83 122 antimony Sb 51 75 arsenic As 33 31 phosphorus P 15 14 nitrogen N 7 – nobelium No 102 173 ytterbium Yb 70 – livermorium Lv 116 – polonium Po 84 128 tellurium Te 52 79 selenium Se 34 32 sulfur S 16 16 oxygen O 8 – lawrencium Lr 103 175 lutetium Lu 71 – tennessine Ts 117 – astatine At 85 127 iodine I 53 80 bromine Br 35 35.5 chlorine Cl 17 19 fluorine F 9 – oganesson Og 118 – radon Rn 86 131 xenon Xe 54 84 krypton Kr 36 40 argon Ar 18 20 neon Ne 10 4 5 helium 8 1 7 hydrogen 6 2 5 He 4 H 3 1 Group The Periodic Table of Elements 18 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at https://lowersecondary.cambridgeinternational.org/ Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. Science Stage 9 Paper 1 Cambridge Lower Secondary Progression Test Mark Scheme 3146_01_MS_6RP © UCLES 2022 2022 S9/01 Science Stage 9 Paper 1 Mark Scheme 2022 General guidelines on marking Many descriptive answers can be expressed in a variety of ways. Professional judgement can be used in these cases, providing it matches the marking points and further information in the mark scheme. Answers may have words spelt incorrectly. Credit is normally given for phonetically correct answers, unless the word has a scientifically different meaning. For example, where the answer should be antennae, credit will be given for antena but not for anthen (too close to anther). Only the science is being assessed, so answers do not need to be grammatically correct. Significant figures will be indicated in the question or in the mark scheme. Unless specified all marking points are independent. Annotations and abbreviations / or alternate responses for the same marking point ( ) brackets the words or units in brackets do not need to be stated, for example, (recycles or releases or provides) minerals = minerals scores the mark underline exact word is required Accept an acceptable response Do not accept indicates an incorrect response that would contradict another otherwise correct alternative Ignore indicates an irrelevant answer that is not creditworthy. Full marks can still be achieved even with answers that are ignored. Note provides extra information when necessary ecf error carried forward; marks are awarded if an incorrect response has been carried forward from earlier working provided the subsequent working is correct ora or reverse argument; for example, as mass increases, volume increases could be written as mass decreases, volume decreases © UCLES 2022 Page 2 of 12 Mg or Ca covalent 2(c) magnesium Answer Page 3 of 12 Water enters the root hair cells by absorption / osmosis. Water travels upwards through xylem vessels. 2(b) © UCLES 2022 Answer Marks Marks Science Stage 9 Paper 1 Mark Scheme Water is lost from the leaves by transpiration. Si Question Question 2(a) 1(b) 1(a) S9/01 1 Accept Sr / Ba / Ra 1 Accept magnesium or calcium but symbols take precedence 1 Accept silicon but symbol takes precedence Further Information 1 Accept Mg / Mg2+ but name takes precedence Accept diffusion for osmosis Accept evaporation for transpiration one or two correct = 1 mark 2 all three correct = 2 marks Further Information 2022 © UCLES 2022 increasing the frequency 3(d) increasing the amplitude D 3(c) Page 4 of 12 decreasing the amplitude decreasing the frequency decreasing the amplitude increasing the amplitude decreasing the frequency increasing the frequency 3(b) Answer B Question Marks Science Stage 9 Paper 1 Mark Scheme 3(a) S9/01 Accept any indication of the correct answer, e.g. circling or underlining, but ticking takes precedence 1 more than one answer ticked = 0 marks Accept any indication of the correct answer, e.g. ticking or underlining, but circling takes precedence 1 more than one answer circled = 0 marks Accept any indication of the correct answer, e.g. circling or underlining, but ticking takes precedence 1 more than one answer ticked = 0 marks Accept any indication of the correct answer, e.g. ticking or underlining, but circling takes precedence 1 more than one answer circled = 0 marks Further Information 2022 © UCLES 2022 6(b) 6(a) Question (light) because starch is in part 2 but not in part 1 (and part 4) 5(b) Page 5 of 12 (idea that) density of hydrogen is (much) lower than the density of iron 7.9 (g / cm3) density = mass ÷ volume / 316 ÷ 40 Answer (chlorophyll) because starch is present in part 2 but not in part 3 (and part 4) (electric) hot water bath 5(a) Answer (idea that) ejected particles/mass pulled together by gravity (idea that) object smashed/collided into (early) Pluto 4(b)(ii) blue B Answer nebula(e) Question Question Marks Marks Marks Science Stage 9 Paper 1 Mark Scheme 4(b)(i) 4(a) S9/01 1 Note correct answer (with or without working) = 2 marks 2 correct formula only = 1 mark Further Information Accept starch is only in part 2 = 2 marks 2 each correct answer = 1 mark Ignore test-tube holders / tongs / goggles 1 Accept hot water bath heated with Bunsen burner Further Information 2 each correct answer = 1 mark 1 1 both answers correct for the mark Further Information 2022 © UCLES 2022 wood (no mark) 7(c) Page 6 of 12 because wood is a better insulator / poorer conductor of heat stops/reduces evaporation / stops steam escaping 7(b) Answer convection Question Marks Science Stage 9 Paper 1 Mark Scheme 7(a) S9/01 1 Accept steel (no mark) because less likely to catch fire Accept ora, e.g. without a lid steam escapes Ignore reference to air escaping but accept gas cannot escape Ignore references to heat loss and heat escaping 1 Accept stops the hot water vapour escaping / stops gas particles escaping / reduces convection above the water 1 Further Information 2022 Question © UCLES 2022 8 S9/01 Page 7 of 12 collision caused a fire that destroyed their habitat no/less photosynthesis in plants extreme global cooling dinosaurs could not escape the danger from the asteroid collision lack of shelter lack of light lack of food (idea that) composition of atmosphere changed the environment changed any three from Answer Marks Science Stage 9 Paper 1 Mark Scheme Accept any suitable suggestion 3 each correct answer = 1 mark Further Information 2022 (X) XX XY Page 8 of 12 genetic / genes 9(b)(ii) © UCLES 2022 X male offspring XY ova sperm Y XX XY female offspring XX (X) mother father Answer hair colour / ear size / ear position (lop or erect) Question Marks Science Stage 9 Paper 1 Mark Scheme 9(b)(i) 9(a) S9/01 Accept YX for male offspring offspring line correct = 1 mark both sperm and ova line correct = 1 mark Ignore DNA / chromosomes 1 Accept alleles 1 Accept coat colour / ear shape/length 2 Further Information 2022 cell / battery (fixed/variable) resistor / bulb / lamp / buzzer / ammeter current 11(d)(i) 11(d)(ii) 11(d)(iii) Page 9 of 12 24 (Ω) 11(c) © UCLES 2022 (open) switch copper + zinc sulfate 11(b) Answer magnesium zinc iron copper (zinc + copper sulfate) (least reactive) (most reactive) Answer lamp / bulb Question Question Marks Marks Science Stage 9 Paper 1 Mark Scheme 11(a) 10(b) 10(a) S9/01 1 Accept any indication of the correct answer, e.g. circling, ticking or underlining, but answer in the sentence takes precedence 1 1 1 1 1 Further Information 1 both products needed either order for the mark 1 all four answers in the correct order for the mark Further Information 2022 © UCLES 2022 extreme weather events drought flooding Page 10 of 12 any one from 12(c) sea level change line showing the concentration is increasing from the existing line to present day 12(b)(ii) 1 Accept acid rain Accept climate change Accept increased bushfires Accept named example, e.g. El Niño Accept ice caps melting Accept any value above 325 p.p.m. 1 Accept straight line or curve Accept goes up = 1 mark 2 each correct answer = 1 mark 1 Accept O2 but name takes precedence 1 Further Information then increases Marks Accept goes down = 1 mark Answer Science Stage 9 Paper 1 Mark Scheme (carbon dioxide concentration) decreases oxygen 12(a)(ii) 12(b)(i) feeding / nutrition Question 12(a)(i) S9/01 2022 Page 11 of 12 more reactive (than lithium, sodium and potassium) 14(c) © UCLES 2022 any number between 50 and 10 (°C) 14(b) Answer 1 1 1 Further Information Do not accept boil or heat to dryness Accept leave on the window ledge leave in a warm oven / leave in a warm place / leave to evaporate 3 each correct answer = 1 mark Further Information Ignore to crystallise Marks Marks evaporate (filtrate to half bulk) filter (to remove unreacted copper oxide) Answer 1 / one Question Question Science Stage 9 Paper 1 Mark Scheme 14(a) 13 S9/01 2022 S9/01 Science Stage 9 Paper 1 Mark Scheme BLANK PAGE © UCLES 2022 Page 12 of 12 2022 Science Stage 9 Paper 2 2022 45 minutes No additional materials are needed. INSTRUCTIONS • Answer all questions. • Write your answer to each question in the space provided. • You should show all your working on the question paper. INFORMATION • The total mark for this paper is 50. • The number of marks for each question or part question is shown in brackets [ ]. 3146_02_9RP © UCLES 2022 2 1 Look at the diagram. It shows the human excretory (renal) system. renal vein kidney renal artery ureter bladder urethra (a) Look at the table about what happens in different parts of the excretory (renal) system. Complete the table. The first row has been done for you. part what happens renal artery blood enters excretory (renal) system kidney urine travels through this tube to be stored urine is stored here before excretion from body [3] © UCLES 2022 S/S9/02 3 (b) Kidney failure causes a build-up of a toxic substance in the blood. Write down the name of this toxic substance. [1] (c) Artificial kidneys prevent the build-up of toxic substances in the blood. Artificial kidneys use a process called dialysis. Look at the diagram of an artificial kidney. blood in dialysing solution in partially permeable membrane dialysing solution and toxic substance out blood out Use the model to describe how dialysis works. [2] © UCLES 2022 S/S9/02 [Turn over 4 2 Look at the diagram. It shows different sound traces on an oscilloscope. A B (a) Complete the sentences to describe what is happening to the sound from A to B. Choose from the list. decreases increases The loudness of the sound stays the same . The frequency of the sound . [2] © UCLES 2022 S/S9/02 5 (b) This question is about combining sound waveforms. The diagram shows two waveforms, wave 1 and wave 2, that combine together. It also shows the new waveform made. wave 1 wave 2 wave 1 + wave 2 (i) Write down the word that describes how wave 1 and wave 2 combine together. [1] © UCLES 2022 S/S9/02 [Turn over 6 (ii) Two more waveforms, wave 3 and wave 4, combine together. wave 3 wave 4 wave 3 + wave 4 Write down the word that describes how wave 3 and wave 4 combine together. [1] © UCLES 2022 S/S9/02 7 3 Look at the diagrams. They show the electronic structures of a sodium atom and of a sodium ion. Na Na sodium atom sodium ion (a) Describe how a sodium ion is made from a sodium atom. [1] (b) Look at the diagram. It shows the structure of sodium chloride. Na+ Cl – Na+ Cl – Cl – Na+ Na+ Cl – (i) Write down the name of the type of bonding in sodium chloride. [1] (ii) The bonding between sodium ions and chloride ions is strong. Explain why. [1] (iii) Sodium chloride has a giant structure. Circle the melting point of sodium chloride. −50 °C © UCLES 2022 0 °C 52 °C 801 °C [1] S/S9/02 [Turn over 8 4 This question is about tectonic plates. (a) Tectonic plates float on molten magma in the mantle. (i) Write down the name of the layer of the Earth made of tectonic plates. [1] (ii) Explain why tectonic plates float on the mantle. [1] (b) Yuri models what happens at the boundary between two tectonic plates. Look at the diagram of Yuri’s model. large piece of biscuit cooking oil in dish cups candle Each large piece of biscuit models a tectonic plate. The large pieces of biscuit float on the cooking oil. The cooking oil models the magma in the mantle. (i) Which part of the Earth does the lighted candle in the model represent? [1] (ii) Predict what will happen to the pieces of biscuit. Explain your answer. prediction explanation [2] © UCLES 2022 S/S9/02 9 (iii) The map shows the positions of earthquakes on the Earth’s surface. earthquakes Explain how the positions of earthquakes are used as evidence for tectonic plates. [2] (iv) Write down two other features that are used as evidence for tectonic plates. 1 2 [2] (c) There have been five times in the Earth’s history when most of the organisms living became extinct. This is called a mass extinction. Scientists think that enormous volcanic eruptions caused these mass extinctions. Explain why. [1] © UCLES 2022 S/S9/02 [Turn over 10 5 Priya finds some information about the effect of smoking on fetal development. Look at the graph. It shows the birth mass of: • • 16 babies born to non-smokers 16 babies born to smokers. The graph also shows the gestation period. This is the time period between fertilisation of an egg and the birth of a baby. 3.6 3.2 key non-smokers smokers birth mass in kg 2.8 2.4 34 36 38 gestation period in weeks 40 42 (a) (i) Look at the birth masses for a gestation period of 36 weeks. One of the birth masses is anomalous. Circle the anomalous birth mass on the graph. [1] (ii) Suggest one possible conclusion from the data. [1] (b) Describe one way the evidence collected could be made more reliable. [1] © UCLES 2022 S/S9/02 11 6 Look at the information about Group 1 elements. element melting point in °C boiling point in °C sodium 98 883 potassium 64 759 rubidium 39 688 (a) Lithium is above sodium in the Periodic Table. Predict the melting point of lithium. °C [1] (b) Caesium is below rubidium in the Periodic Table. Predict the boiling point of caesium. °C [1] (c) Which of the three elements in the table is the most reactive? [1] © UCLES 2022 S/S9/02 [Turn over 12 7 Aiko is in a hot room. She starts to produce perspiration on her skin. Perspiration is a watery liquid. The perspiration helps Aiko to control her body temperature. Complete the sentences to explain how. Choose from the list. boil chemical condense cool decreases electrical evaporate increases melts potential stays the same thermal The water in the perspiration begins to . During this process the water absorbs energy from the skin. The temperature of the skin . [3] © UCLES 2022 S/S9/02 13 8 This question is about inheritance in humans. Reproduction is important for the survival of the species. (a) A fertilised human egg cell contains 46 chromosomes. How many chromosomes are there in a sperm cell? Explain your answer. [2] (b) Human sperm production is damaged by temperatures 2 °C above normal body temperature. This could affect the survival of the human species. Suggest how an increase in the temperature of the environment affects the ability of humans to reproduce. [2] (c) Write down the word that describes the total number of individuals of the same species. [1] © UCLES 2022 S/S9/02 [Turn over 14 9 Chen investigates the rate of reaction between calcium carbonate and dilute hydrochloric acid. Look at the word equation for the reaction. calcium carbonate + calcium chloride hydrochloric acid + carbon dioxide + water Look at the equipment Chen uses. glass wool plug dilute hydrochloric acid balance conical flask 102.34 g calcium carbonate powder (a) Predict what happens to the mass reading on the balance during the reaction. Explain your answer. [2] (b) Chen finds that the rate of the reaction is greater when he uses powdered calcium carbonate rather than lumps of calcium carbonate. Explain why using the particle model. [2] (c) Describe one safety precaution Chen must take during his investigation. Explain why he takes this safety precaution. [2] © UCLES 2022 S/S9/02 15 10 Angelique wants to measure the current and voltage in a circuit. (a) Look at the circuit diagram. (i) Angelique measures the current using an ammeter. Draw the position of the ammeter on the circuit diagram. Use the correct symbol for the ammeter. [1] (ii) Angelique measures the voltage across the lamp using a voltmeter. Draw the position of the voltmeter on the circuit diagram. Use the correct symbol for the voltmeter. [1] (b) Angelique builds another circuit. A Describe what happens to the current in the circuit at point A. [1] © UCLES 2022 S/S9/02 [Turn over 16 11 Hassan investigates if objects float or sink when placed in cooking oil. brick cork wood ice steel aluminium polystyrene modelling clay cooking oil Look at the table of densities. material density in g / cm3 brick 2.1 cork 0.2 wood 0.7 ice 0.9 steel 8.1 aluminium 2.7 polystyrene 0.3 modelling clay 1.7 cooking oil 0.9 (a) Hassan uses the diagram and the data in the table to make a hypothesis about which objects float and which objects sink in cooking oil. He wants to link the density of an object to if it floats or sinks in cooking oil. Suggest the hypothesis Hassan makes. [1] © UCLES 2022 S/S9/02 17 (b) Hassan investigates if objects made from plastics of different densities will float in water. Describe his investigation. [2] © UCLES 2022 S/S9/02 © UCLES 2022 21 22 S/S9/02 40 38 Sr strontium 88 56 Ba barium 137 88 39 37 Rb rubidium 85 55 Cs caesium 133 87 actinoids lanthanoids – calcium potassium – actinoids Ca K Ra 20 19 radium 89–103 24 23 Fr 104 57–71 magnesium sodium francium 178 89 Mg Na name cerium 140 90 Th thorium 232 lanthanum 139 89 Ac actinium – 231 protactinium Pa 91 141 praseodymium Pr 59 58 Ce 57 – – dubnium Db 105 181 tantalum Ta 73 93 niobium Nb 41 51 vanadium V 23 Cr 24 238 uranium U 92 144 neodymium Nd 60 – seaborgium Sg 106 184 tungsten W 74 96 molybdenum Mo 42 52 chromium relative atomic mass rutherfordium Rf hafnium Hf 72 91 zirconium Zr 40 48 titanium La lanthanoids yttrium Y 39 45 scandium Ti 12 11 Sc 9 7 atomic symbol Be beryllium Li lithium 4 3 Key atomic number 2 1 – neptunium Np 93 – promethium Pm 61 – bohrium Bh 107 186 rhenium Re 75 – technetium Tc 43 55 manganese Mn 25 – plutonium Pu 94 150 samarium Sm 62 – hassium Hs 108 190 osmium Os 76 101 ruthenium Ru 44 56 iron Fe 26 27 28 29 30 – americium Am 95 152 europium Eu 63 – meitnerium Mt 109 192 – curium Cm 96 157 gadolinium Gd 64 – darmstadtium Ds 110 195 platinum Pt Ir iridium 78 106 palladium Pd 46 59 nickel Ni 77 103 rhodium Rh 45 59 cobalt Co – berkelium Bk 97 159 terbium Tb 65 – roentgenium Rg 111 197 gold Au 79 108 silver Ag 47 64 copper Cu – californium Cf 98 163 dysprosium Dy 66 – copernicium Cn 112 201 mercury Hg 80 112 cadmium Cd 48 65 zinc Zn B C – einsteinium Es 99 165 holmium Ho 67 – nihonium Nh 113 204 thallium Tl 81 115 – fermium Fm 100 167 erbium Er 68 – flerovium Fl 114 207 lead Pb 82 119 tin Sn In indium 50 73 germanium Ge 32 28 silicon 49 70 gallium Ga 31 27 aluminium Si 14 13 Al 12 carbon 11 boron – mendelevium Md 101 169 thulium Tm 69 – moscovium Mc 115 209 bismuth Bi 83 122 antimony Sb 51 75 arsenic As 33 31 phosphorus P 15 14 nitrogen N 7 – nobelium No 102 173 ytterbium Yb 70 – livermorium Lv 116 – polonium Po 84 128 tellurium Te 52 79 selenium Se 34 32 sulfur S 16 16 oxygen O 8 – lawrencium Lr 103 175 lutetium Lu 71 – tennessine Ts 117 – astatine At 85 127 iodine I 53 80 bromine Br 35 35.5 chlorine Cl 17 19 fluorine F 9 – oganesson Og 118 – radon Rn 86 131 xenon Xe 54 84 krypton Kr 36 40 argon Ar 18 20 neon Ne 10 4 6 helium 5 8 1 7 hydrogen 6 2 5 He 4 H 3 1 Group The Periodic Table of Elements 18 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at https://lowersecondary.cambridgeinternational.org/ Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. Science Stage 9 Paper 2 Cambridge Lower Secondary Progression Test Mark Scheme 3146_02_MS_8RP © UCLES 2022 2022 S9/02 Science Stage 9 Paper 2 Mark Scheme 2022 General guidelines on marking Many descriptive answers can be expressed in a variety of ways. Professional judgement can be used in these cases, providing it matches the marking points and further information in the mark scheme. Answers may have words spelt incorrectly. Credit is normally given for phonetically correct answers, unless the word has a scientifically different meaning. For example, where the answer should be antennae, credit will be given for antena but not for anthen (too close to anther). Only the science is being assessed, so answers do not need to be grammatically correct. Significant figures will be indicated in the question or in the mark scheme. Unless specified all marking points are independent. Annotations and abbreviations / or alternate responses for the same marking point ( ) brackets the words or units in brackets do not need to be stated, for example, (recycles or releases or provides) minerals = minerals scores the mark underline exact word is required Accept an acceptable response Do not accept indicates an incorrect response that would contradict another otherwise correct alternative Ignore indicates an irrelevant answer that is not creditworthy. Full marks can still be achieved even with answers that are ignored. Note provides extra information when necessary ecf error carried forward; marks are awarded if an incorrect response has been carried forward from earlier working provided the subsequent working is correct ora or reverse argument; for example, as mass increases, volume increases could be written as mass decreases, volume decreases © UCLES 2022 Page 2 of 10 © UCLES 2022 Page 3 of 10 leaving the blood without any toxic substance / (membrane) does not allow blood through the toxic substance goes through the (partially permeable) membrane urine is stored here before excretion from body bladder 1(c) urine travels through this tube to be stored ureter filters (the blood) blood enters excretory (renal) system renal artery kidney what happens part Answer urea Question Marks Science Stage 9 Paper 2 Mark Scheme 1(b) 1(a) S9/02 Accept the (partially permeable) membrane only lets the toxic substance through = 2 marks Accept the (partially permeable) membrane lets the toxic substance through but not the blood = 2 marks Accept urea for toxic substance Accept blood is purified 2 each correct answer = 1 mark 1 Accept (ultra)filtration 3 each correct answer = 1 mark Further Information 2022 attraction between positive and negative ions 801 °C 3(b)(ii) 3(b)(iii) Page 4 of 10 ionic / electrovalent 3(b)(i) © UCLES 2022 sodium (atom) loses an electron Answer Answer Marks Marks Science Stage 9 Paper 2 Mark Scheme 3(a) cancellation 2(b)(ii) increases stays the same reinforcement Question Question 2(b)(i) 2(a) S9/02 Accept any indication of the correct answer, e.g. ticking or underlining, but circling takes precedence 1 more than one answer circled = 0 marks 1 Accept electrostatic attraction between ions 1 1 Accept electron(s) lost Further Information 1 Accept destructive interference 1 Accept constructive interference 2 each correct answer = 1 mark Further Information 2022 (prediction) (the two large pieces of biscuit) will move (apart) 4(b)(ii) © UCLES 2022 4(c) 4(b)(iv) 4(b)(iii) (Earth’s) core 4(b)(i) Page 5 of 10 climate change / increase in global temperature / increase in carbon dioxide in atmosphere / increase in sulfur dioxide in atmosphere / (idea that) oxygen levels reduced position of volcanoes alignment of magnetic materials in the Earth's crust fossil record jigsaw appearance of continental coasts (idea that) earthquakes occur at plate boundaries (earthquakes) result from movement of plates (explanation) convection current (moves the biscuits/plates) (tectonic plates) are less dense than the mantle 4(a)(ii) Answer crust Question Marks Science Stage 9 Paper 2 Mark Scheme 4(a)(i) S9/02 Accept leads to an ice age with no reference to global warming in the answer 1 Accept blocks sunlight 2 each correct answer = 1 mark 2 each correct answer = 1 mark 2 each correct answer = 1 mark 1 1 Accept less dense than magma 1 Accept lithosphere Further Information 2022 36 38 gestation period in weeks 40 © UCLES 2022 increase sample size 2.4 34 2.8 5(b) birth mass in kg 3.2 3.6 Answer (birth mass is) decreased by smoking Question Page 6 of 10 42 key non-smokers smokers Marks Science Stage 9 Paper 2 Mark Scheme 5(a)(ii) 5(a)(i) S9/02 1 1 Accept as gestation period increases, birth mass increases more than one point circled = 0 marks 1 Accept other correct indications of the anomalous point but circling takes precedence Further Information 2022 Question © UCLES 2022 8(c) 8(b) 8(a) 7 Answer population Page 7 of 10 1 Accept reduced fecundity (without sperm) no fertilisation takes place 2 each correct answer = 1 mark Accept 23 is the haploid number for humans = 2 marks 2 each correct answer = 1 mark Further Information 3 each correct answer = 1 mark Further Information 1 Accept Rb but name takes precedence 1 1 Further Information Accept sperm not viable Marks Marks Marks (higher temperatures) reduce sperm production (idea that sperm cell has) half the number of chromosomes of a fertilised egg cell 23 decreases thermal evaporate Answer rubidium 6(c) Question any value in the range 550 to 650 (°C) 6(b) Answer any value in the range 105 to 200 (°C) Question Science Stage 9 Paper 2 Mark Scheme 6(a) S9/02 2022 Question © UCLES 2022 9(c) 9(b) 9(a) S9/02 Ignore facemask Accept (hydrochloric acid) burns the skin/eyes hydrochloric acid is corrosive/harmful 2 each correct answer = 1 mark Accept more frequent collisions with powder 2 each correct answer = 1 mark 2022 wear goggles/gloves Page 8 of 10 more collisions with powder / fewer collisions with lumps powder has a greater surface area / lumps have a smaller surface area Do not accept name of incorrect gas is lost/released Ignore water vapour is lost as carbon dioxide/gas is lost/released (from the equipment) 2 each correct answer = 1 mark Further Information Accept a reading less than 102.34 g Marks (reading on balance) gets less / decreases / reduces Answer Science Stage 9 Paper 2 Mark Scheme Question © UCLES 2022 10(b) 10(a)(ii) 10(a)(i) S9/02 (idea that) current divides/splits V Page 9 of 10 correct symbol for voltmeter connected in parallel with lamp e.g. A correct symbol for ammeter connected in series with cell and lamp e.g. Answer Marks Science Stage 9 Paper 2 Mark Scheme 1 1 1 Further Information 2022 Question © UCLES 2022 11(b) 11(a) S9/02 Page 10 of 10 add to water and record if they float or sink use objects of the same shape/size measure the density of a range of different plastic objects any two from objects with a density less than cooking oil or 0.9 g / cm3 will float objects with a density greater than cooking oil or 0.9 g / cm3 will sink any one from Answer Marks 2022 Accept ice will remain suspended as its density is the same as cooking oil Further Information 2 each correct answer = 1 mark 1 Science Stage 9 Paper 2 Mark Scheme Cambridge Lower Secondary Sample Test For use with curriculum published in September 2020 Science Paper 1 Stage 9 45 minutes Name No additional materials are needed. INSTRUCTIONS • Answer all questions. • Write your answer to each question in the space provided. • You should show all your working on the question paper. INFORMATION • The total mark for this paper is 50. • The number of marks for each question or part question is shown in brackets [ ]. Science_S9_01/7RP © UCLES 2020 2 1 The diagram shows the human excretory (renal) system. A (a) (i) Name the organ labelled A. [1] (ii) Name the waste product that organ A removes from the body. [1] (b) Scientists use models to explain how things work. The diagram shows apparatus and materials used to model the excretory system. sieve lentils rice grains sugar The rice grains, lentils and sugar are added to a beaker of water and stirred. The mixture is poured through the sieve. © UCLES 2020 S/S9/01 3 (i) Draw a line from each material or piece of apparatus to the part of the human excretory system it represents. Draw only four lines. material or piece of apparatus part of human excretory system lentils blood cells rice grains kidney sieve sugar waste product [3] (ii) Describe how this model shows the function of the human excretory system. [2] © UCLES 2020 S/S9/01 [Turn over 4 2 Look at the diagram of part of the Periodic Table of the elements. H He Li Be B C N O F Ne Na Mg Al Si P S Cl Ar K Ca transition elements (a) Use the Periodic Table to write the electronic structure of aluminium, Al. [1] (b) How many protons are in an atom of fluorine, F? [1] (c) A sodium atom, Na, forms a sodium ion, Na+. Describe, in terms of electrons, how a sodium ion is made from a sodium atom. [1] © UCLES 2020 S/S9/01 5 3 Look at the symbols used in electrical circuits. A A B C D (a) Which symbol shows an ammeter? Choose from A, B, C or D. [1] (b) What is the name of the component shown by symbol C? [1] (c) Mia wants to measure the voltage across a lamp. Complete the circuit diagram to show how Mia connects a voltmeter to measure the voltage across the lamp. The symbol for a voltmeter is shown V . [1] © UCLES 2020 S/S9/01 [Turn over 6 4 Plants need magnesium and nitrates for healthy growth. (a) (i) What substance do plants make using magnesium? [1] (ii) What type of substance do plants make using nitrates? [1] (b) The diagram shows plant A and plant B. Plant A has green leaves and plant B has green and yellow leaves. The plants are both the same size and belong to the same species. plant A plant B (i) Both plants receive the same amount of light and water. After one week plant A is bigger than plant B. Explain why. [2] (ii) Plants remove carbon dioxide from the air and replace it with another gas. What is the name of this gas? [1] (c) A farmer grows cabbage plants in his field. There are spaces between each cabbage plant. Suggest one reason why it is important to have spaces between each cabbage plant. [1] © UCLES 2020 S/S9/01 7 5 Look at the table. It shows information about some properties of the Group 1 elements. melting point in °C boiling point in °C density in g / cm3 atomic radius in arbitrary units lithium 180 1342 0.53 145 sodium 98 883 0.97 180 potassium 63 759 0.89 220 688 1.53 235 element rubidium (a) Describe the trend in boiling point as you go down Group 1. [1] (b) Which property does not show a clear trend? [1] (c) Predict the melting point of rubidium. The melting point of rubidium is °C [1] (d) Describe the change in reactivity of the elements as you go down Group 1. [1] © UCLES 2020 S/S9/01 [Turn over 8 6 The drawing shows the positions of Africa and South America on the Earth. Africa South America (a) Scientists think that these two continents are on separate tectonic plates. What is a tectonic plate? [2] (b) Scientists also think that South America and Africa were once joined together many millions of years ago. The diagram shows present-day South America and Africa drawn next to each other. Africa South America Use the diagram to explain why scientists think that the two continents were once joined. [1] © UCLES 2020 S/S9/01 9 (c) Look at the table. Which two kinds of evidence are most useful to show that South America and Africa were once joined? Tick () only two boxes. evidence comparing their climates comparing their rocks comparing their sizes comparing their fossil records comparing their ecosystems [2] (d) Write down one event that happens where two tectonic plates meet. [1] © UCLES 2020 S/S9/01 [Turn over 10 (e) Blessy uses a model to explain how tectonic plates move apart. Look at the diagram of Blessy’s model. plastic blocks floating on water plastic blocks moving apart movement of purple coloured water purple crystal to show the movement of water Bunsen burner Complete these sentences about Blessy’s model. The tectonic plates are represented by the The water represents the The water moves in a cycle in a process called The Bunsen burner represents the heat source from the . . . . [4] © UCLES 2020 S/S9/01 11 7 The diagram shows a white-hot spark. white-hot spark Complete the sentences about a white-hot spark. Choose from the list. density heat energy insulation particles pressure sound energy structures temperature vibrations A white-hot spark is at a very high . It does not contain much because it does not contain many . © UCLES 2020 [3] S/S9/01 [Turn over 12 8 Aiko is making some magnesium chloride. She reacts magnesium with dilute hydrochloric acid. Step 1 Magnesium and dilute hydrochloric acid are reacted together until no more magnesium reacts. ● ● ● ● ● Step 2 The reaction mixture is separated to give magnesium chloride solution. Step 3 Magnesium chloride solution is heated. 25 cm3 of hydrochloric acid ● 1 g of magnesium magnesium chloride solution heat (a) A gas is made during this reaction. What is the name of this gas? [1] (b) Step 2 separates the magnesium chloride solution from unreacted magnesium metal. What is the name of this process? [1] (c) Step 3 removes some of the water by heating the magnesium chloride solution. What is the name of this process? [1] (d) Aiko also reacts zinc oxide with dilute sulfuric acid. Zinc sulfate and water are made. Write the word equation for this reaction. [1] © UCLES 2020 S/S9/01 13 9 Jamila makes five sounds. She looks at the trace each sound makes on an oscilloscope. The traces are labelled A, B, C, D and E. C B A D E Look at trace A. Complete the sentences. Choose from B, C, D or E. (a) Which sound is louder than A? [1] (b) Which sound has a higher frequency than A? [1] (c) Which two sounds have a different pitch to A? and (d) Which sound has a lower amplitude than A? © UCLES 2020 S/S9/01 [1] [1] [Turn over 14 10 Hassan investigates the reaction between 0.5 g of sodium carbonate and 20 cm3 of dilute hydrochloric acid. Hassan: • measures the reaction time (the time it takes for the reaction to stop) • does five different experiments • uses a different concentration of acid in each experiment • keeps the temperature the same in each experiment. Look at the table of his results. relative concentration of acid reaction time in seconds 0.5 68 1.0 40 1.5 24 2.0 14 2.5 10 (a) Plot Hassan’s results on the grid. Draw the curve of best fit through the points. 100 80 60 reaction time in seconds 40 20 0 0 0.5 1.0 1.5 2.0 2.5 relative concentration of acid [2] (b) Describe the trend shown by these results. [1] © UCLES 2020 S/S9/01 15 11 Oliver investigates conduction of thermal (heat) energy. He heats a metal rod. The metal rod has a pin attached with wax. metal rod heat pin attached with wax Oliver measures the time it takes before the pin falls off the rod. The pin takes 45 seconds before it falls. (a) Describe how Oliver makes his result more reliable. [1] (b) Oliver does a risk assessment for his investigation. He considers the safety hazards. Describe two of the safety hazards in Oliver’s investigation. 1 2 [2] © UCLES 2020 S/S9/01 [Turn over © UCLES 2020 21 22 27 28 29 30 39 38 S/S9/01 cerium 140 90 Th thorium 232 lanthanum 139 89 Ac actinium – 231 protactinium Pa 91 141 praseodymium Pr 59 58 Ce 57 – dubnium Db 105 181 tantalum Ta 73 93 niobium Nb – rutherfordium Rf 104 178 hafnium Hf 72 91 zirconium La lanthanoids 57–71 89 Zr 41 238 uranium U 92 144 neodymium Nd 60 – seaborgium Sg 106 184 tungsten W 74 96 molybdenum Mo 42 52 chromium – neptunium Np 93 – promethium Pm 61 – bohrium Bh 107 186 rhenium Re 75 – technetium Tc 43 55 manganese – plutonium Pu 94 150 samarium Sm 62 – hassium Hs 108 190 osmium Os 76 101 ruthenium Ru 44 56 iron – americium Am 95 152 europium Eu 63 – meitnerium Mt 109 192 – curium Cm 96 157 gadolinium Gd 64 – darmstadtium Ds 110 195 platinum Pt Ir iridium 78 106 palladium Pd 46 59 nickel 77 103 rhodium Rh 45 59 cobalt The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.). actinoids lanthanoids – 88 87 – actinoids 137 133 Ra barium caesium radium Ba Cs Fr 56 55 francium 89–103 88 85 yttrium strontium rubidium Y Sr Rb 40 51 vanadium – berkelium Bk 97 159 terbium Tb 65 – roentgenium Rg 111 197 gold Au 79 108 silver Ag 47 64 copper – californium Cf 98 163 dysprosium Dy 66 – copernicium Cn 112 201 mercury Hg 80 112 cadmium Cd 48 65 zinc Zn 37 48 titanium Cu 45 scandium Ni 40 Co calcium Fe 39 Mn potassium V 23 Cr Ca K Ti 20 19 Sc 31 24 23 26 magnesium sodium 25 Mg Na 24 27 12 11 relative atomic mass B – einsteinium Es 99 165 holmium Ho 67 – nihonium Nh 113 204 thallium Tl 81 115 indium In 49 70 gallium Ga aluminium Al 13 11 boron 9 name 7 atomic symbol Be beryllium Li – fermium Fm 100 167 erbium Er 68 – flerovium Fl 114 207 lead Pb 82 119 tin Sn 50 73 germanium Ge 32 28 silicon Si 14 12 carbon C 6 – mendelevium Md 101 169 thulium Tm 69 – moscovium Mc 115 209 bismuth Bi 83 122 antimony Sb 51 75 arsenic As 33 31 phosphorus P 15 14 nitrogen N 7 – nobelium No 102 173 ytterbium Yb 70 – livermorium Lv 116 – polonium Po 84 128 tellurium Te 52 79 selenium Se 34 32 sulfur S 16 16 oxygen O 8 – lawrencium Lr 103 175 lutetium Lu 71 – tennessine Ts 117 – astatine At 85 127 iodine I 53 80 bromine Br 35 35.5 chlorine Cl 17 19 fluorine F 9 – oganesson Og 118 – radon Rn 86 131 xenon Xe 54 84 krypton Kr 36 40 argon Ar 18 20 neon Ne 10 4 5 helium VIII 1 VII hydrogen VI 2 V He IV 1 III H Group lithium atomic number 4 3 Key II I The Periodic Table of Elements 16 Copyright © UCLES, 2020 Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. 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. Cambridge Lower Secondary Sample Test For use with curriculum published in September 2020 Science Paper 1 Mark Scheme Stage 9 Science_S9_01_MS/7RP © UCLES 2020 S9/01 Science Stage 9 Paper 1 Mark Scheme From 2020 General guidelines on marking Many descriptive answers can be expressed in a variety of ways. Professional judgement can be used in these cases, providing it matches the marking points and further information in the mark scheme. Answers may have words spelt incorrectly. Credit is normally given for phonetically correct answers, unless the word has a scientifically different meaning. For example, where the answer should be antennae, credit will be given for antena but not for anthen (too close to anther). Only the science is being assessed, so answers do not need to be grammatically correct. Significant figures will be indicated in the question or in the mark scheme. Unless specified all marking points are independent. Annotations and abbreviations / OR alternate responses for the same marking point ( ) brackets the words or units in brackets do not need to be stated, for example, (recycles or releases or provides) minerals = minerals scores the mark Underline exact word is required Accept an acceptable response Do not accept indicates an incorrect response that would contradict another otherwise correct alternative Ignore indicates an irrelevant answer that is not creditworthy. Full marks can still be achieved even with answers that are ignored. Note provides extra information when necessary ecf error carried forward; marks are awarded if an incorrect response has been carried forward from earlier working, provided the subsequent working is correct ora or reverse argument; for example, as mass increases, volume increases could be written as mass decreases, volume decreases © UCLES 2020 Page 2 of 8 © UCLES 2020 1(b)(ii) waste product Page 3 of 8 small particles do pass through / urea passes through / sugar passes through large particles do not pass through / blood cells do not pass through / rice or lentils do not pass through it acts as a filter the kidney separates waste or urea from blood / the sieve separates the sugar from the rice and or lentils any two from sugar sieve kidney blood cells lentils rice grains part of human excretory system Answer Marks Science Stage 9 Paper 1 Mark Scheme material or piece of apparatus urea 1(a)(ii) 1(b)(i) kidney Question 1(a)(i) S9/01 2 Accept the waste passes through the sieve if two lines from one material or piece of apparatus and one is incorrect = 0 marks for that material or piece of apparatus one line correct = 1 mark two or three lines correct = 2 marks 3 all four lines correct = 3 marks Ignore water 1 Accept higher level answers e.g.ammonia / uric acid 1 Further Information From 2020 © UCLES 2020 V voltmeter connected across lamp or cell variable resistor 3(b) 3(c) A 3(a) Answer (sodium atom) loses an electron 2(c) Question 9 2(b) Answer 2.8.3 Question Page 4 of 8 Marks Marks Science Stage 9 Paper 1 Mark Scheme 2(a) S9/01 1 1 1 Further Information 1 Accept electron(s) lost 1 1 Accept correct drawing but 2.8.3 takes precedence Further Information From 2020 density any value between 20 and 50 (°C) reactivity increases (down the group) 5(b) 5(c) 5(d) © UCLES 2020 decreases / goes down / reduces / gets less 5(a) Answer Marks Page 5 of 8 1 1 Accept answers written in table but answer line takes precedence 1 1 Accept ora if going up the group is specified Further Information Accept to have more space to grow Accept prevents spread of disease or pests / make harvesting easier 1 Accept to reduce overcrowding to reduce competition (for light, water or minerals) 4(c) Accept plant A has more green leaves but name takes precedence 1 Accept O2 or O Question From 2020 2 Note assume answer refers to plant A Accept converse argument if plant B specified 1 1 Further Information oxygen plant A can make more food / more photosynthesis plant A has more chlorophyll Marks 4(b)(ii) 4(b)(i) protein / amino acids / peptides / polypeptides 4(a)(ii) Answer chlorophyll Question Science Stage 9 Paper 1 Mark Scheme 4(a)(i) S9/01 © UCLES 2020 Page 6 of 8 The Bunsen burner represents the heat source from the core. The water moves in a cycle in a process called convection. The water represents the magma / mantle. The tectonic plates are represented by the plastic / blocks. 6(e) comparing their ecosystems comparing their fossil records comparing their sizes comparing their rocks comparing their climates evidence fit together (almost exactly) the two continents have complementary shapes any one from floating on the mantle / which moves around (slowly) piece of the Earth’s crust Answer earthquake / volcano / tsunami Question Marks Science Stage 9 Paper 1 Mark Scheme 6(d) 6(c) 6(b) 6(a) S9/01 Accept centre of the Earth Accept inner core / outer core 4 each correct answer = 1 mark Accept mid-ocean ridges or trenches made 1 Accept subduction / mountain building two or more incorrect ticks = 0 marks one or two correct ticks and one incorrect tick = 1 mark 2 each correct answer = 1 mark 1 Ignore they have the same / similar shapes 2 Accept part of the lithosphere Further Information From 2020 E D and E C 9(b) 9(c) 9(d) © UCLES 2020 B 9(a) Page 7 of 8 zinc oxide + sulfuric acid → zinc sulfate + water 8(d) Answer evaporation 8(c) Question filtration / filtering 8(b) Answer It does not contain much heat energy because it does not contain many particles. A white-hot spark is at a very high temperature. Answer hydrogen Question Question Marks Marks Marks Science Stage 9 Paper 1 Mark Scheme 8(a) 7 S9/01 1 1 both required order unimportant 1 1 Further Information 1 order on each side unimportant Ignore crystallisation 1 Accept boiling 1 1 Accept H / H2 but name takes precedence Further Information 3 each correct answer = 1 mark Further Information From 2020 © UCLES 2020 the wax catches fire Page 8 of 8 the pins are sharp / risk of getting skin wound the apparatus gets hot / risk of getting burnt any two from 11(b) Answer the higher the concentration the shorter the reaction time / ora curve line passing through all points all points correctly plotted Marks Marks Science Stage 9 Paper 1 Mark Scheme Answer he repeats the experiment Question Question 11(a) 10(b) 10(a) S9/01 Do not accept line that starts at the origin Do not accept dot to dot Accept ecf from incorrect points plotted 2 Note the question asks for the risks not for the precautions 1 Further Information Accept the higher the concentration the faster the reaction / ora 1 Ignore the higher the concentration the faster the reaction time 2 Further Information From 2020 Cambridge Lower Secondary Sample Test For use with curriculum published in September 2020 Science Paper 2 Stage 9 45 minutes Name No additional materials are needed. INSTRUCTIONS • Answer all questions. • Write your answer to each question in the space provided. • You should show all your working on the question paper. INFORMATION • The total mark for this paper is 50. • The number of marks for each question or part question is shown in brackets [ ]. Science_S9_02/7RP © UCLES 2020 2 1 The diagram shows a flowering plant. Plants need to absorb water and transport it to all of their living parts. (a) (i) Name the process that plants use to absorb water through the roots. [1] (ii) Name the tissue that transports water to different parts of the plant. [1] (iii) Name the part of the plant that loses water by transpiration. [1] © UCLES 2020 S/S9/02 3 (b) Several factors affect the amount of water lost by transpiration. Chen uses this equipment to measure the rate of transpiration. thermometer leafy shoot layer of oil stop-clock measuring cylinder containing water Chen predicts that the temperature of the air affects the rate of transpiration. (i) Which variable must Chen change to test his prediction? [1] (ii) State two variables that Chen needs to control in his investigation. 1 2 [2] (iii) Describe how Chen measures the rate of transpiration. [1] (iv) Predict the effect of changing the temperature of the air on the rate of transpiration. [1] © UCLES 2020 S/S9/02 [Turn over 4 2 Look at the diagram of a water molecule, H2O. H H O (a) State the type of bonding in a water molecule. Explain how you can tell. [2] (b) An oxygen atom has the electronic structure 2.6. To which group of the Periodic Table does oxygen belong? [1] © UCLES 2020 S/S9/02 5 3 Yuri investigates some sound waves. Sound waves can interact to reinforce or cancel each other. Yuri looks at the waveforms the sound waves make on an oscilloscope. Complete the two diagrams to show what happens when each pair of waveforms interacts. waveform 1 waveform 1 waveform 2 waveform 2 waveform 1 + waveform 2 waveform 1 + waveform 2 [3] © UCLES 2020 S/S9/02 [Turn over 6 4 The diagram shows part of the carbon cycle. carbon dioxide in the atmosphere A B B green plants D C animals fossil fuels (a) The boxes A, B, C and D show four important processes in the carbon cycle. Name each of these processes. A B C D [4] (b) Electricity is often generated using fossil fuels. Many countries generate their electricity using renewable energy resources such as wind turbines and solar panels. Predict the effect of using renewable energy resources, rather than fossil fuels, on the carbon cycle. Explain the reason for your prediction. [2] © UCLES 2020 S/S9/02 7 (c) Scientists use evidence of climate change to predict damaging effects on ecosystems. (i) State one piece of evidence for climate change. [1] (ii) Suggest two effects of climate change. 1 2 [2] © UCLES 2020 S/S9/02 [Turn over 8 5 Lily compares the densities of three substances A, B and C. Look at her table of information. substance mass in grams volume in cm3 density in g / cm3 A 90.0 20 B 3.2 1000 0.0032 C 9.7 10 0.97 (a) Calculate the density of substance A. density of substance A = g / cm3 [2] (b) Suggest which substance A, B or C is a gas. Explain your answer. [2] © UCLES 2020 S/S9/02 9 6 Answer the questions about thermal (heat) energy transfer. Choose from the list. conduction conductor convection radiator evaporation insulation insulator radiation (a) What is the main form of thermal energy transfer in solids? [1] (b) What is the main form of thermal energy transfer in liquids and gases? [1] (c) Complete the sentences using words from the list. (i) Saucepan handles are made from wood. This is because wood is a good . (ii) Copper is a metal, so it is a good © UCLES 2020 [1] . S/S9/02 [1] [Turn over 10 7 The diagram shows an egg cell and a sperm cell. nucleus nucleus NOT TO SCALE (a) (i) The nucleus of the egg cell and the nucleus of the sperm cell both contain chromosomes. What are chromosomes made of? [1] (ii) Describe what happens to the nucleus of the egg cell and the nucleus of the sperm cell during fertilisation. [1] (iii) Which of these cells, the egg or the sperm, determines the sex of the offspring? Explain your answer. Use ideas about chromosomes. cell explanation [2] © UCLES 2020 S/S9/02 11 (b) The drawing shows a group of cats. Although they all look different they all belong to the same species. (i) What term describes the differences that occur within the same species? [1] (ii) Why do the cats look different? [1] © UCLES 2020 S/S9/02 [Turn over 12 8 Pierre investigates the reaction between lumps of zinc and dilute hydrochloric acid. dilute hydrochloric acid zinc (a) Pierre finds that the reaction is faster if he heats the dilute hydrochloric acid. Explain why, using the particle model. [2] (b) Pierre wants to make the reaction go faster. He does not want to change the: • • • volume of the dilute hydrochloric acid temperature of the dilute hydrochloric acid mass of zinc. Describe one other way that Pierre can make the reaction go faster. [1] (c) Pierre wants to measure the volume of gas given off during the reaction. Complete the diagram of the equipment Pierre uses to collect and measure the volume of the gas. [2] © UCLES 2020 S/S9/02 13 (d) Pierre does a risk assessment on his investigation. He decides to wear safety goggles. Why does he decide to wear safety goggles? [1] © UCLES 2020 S/S9/02 [Turn over 14 9 Safia investigates the current in a circuit containing two identical lamps. direction of current flow A1 A4 X Y A2 A3 She changes the number of cells and measures the currents A1 to A4 in amps. Look at her results. current in amps number of cells A1 A2 A3 A4 1 0.4 0.2 0.2 0.4 2 0.6 0.3 0.3 0.6 3 0.8 0.4 0.4 0.8 4 1.2 0.6 0.6 1.2 5 1.4 0.7 0.7 2.8 6 1.8 0.9 0.9 1.8 (a) What do the results tell you about what happens to the current in the circuit at points X and Y? [2] (b) One of the results is anomalous. Circle the result in the table that is anomalous. © UCLES 2020 S/S9/02 [1] 15 (c) Predict the values of A2, A3 and A4 if the value for A1 is 1.6 A. A1 = 1.6 A A2 = A A3 = A A4 = A [1] 10 Carlos investigates electrical resistance. Look at his circuit. A resistor R V The reading on the ammeter is 0.6 A. The reading on the voltmeter is 1.8 V. (a) Calculate the resistance of resistor R. Include the units. resistance of resistor R = units [2] (b) Carlos replaces R with a resistor of greater resistance. What happens to the reading on the ammeter? [1] © UCLES 2020 S/S9/02 © UCLES 2020 21 45 39 12 Mg magnesium 24 20 Ca calcium 40 38 11 Na sodium 23 19 K potassium 39 37 S/S9/02 88 87 22 cerium 140 90 Th thorium 232 lanthanum 139 89 Ac actinium – 231 protactinium Pa 91 141 praseodymium Pr 59 58 Ce 57 – dubnium Db 105 181 tantalum Ta 73 93 niobium Nb 41 51 vanadium V 23 – rutherfordium Rf 104 178 hafnium Hf 72 91 zirconium La lanthanoids 57–71 89 Zr 40 48 titanium Ti name Cr 24 238 uranium U 92 144 neodymium Nd 60 – seaborgium Sg 106 184 tungsten W 74 96 molybdenum Mo 42 52 chromium relative atomic mass – neptunium Np 93 – promethium Pm 61 – bohrium Bh 107 186 rhenium Re 75 – technetium Tc 43 55 manganese Mn 25 – plutonium Pu 94 150 samarium Sm 62 – hassium Hs 108 190 osmium Os 76 101 ruthenium Ru 44 56 iron Fe 26 27 28 29 30 – americium Am 95 152 europium Eu 63 – meitnerium Mt 109 192 – curium Cm 96 157 gadolinium Gd 64 – darmstadtium Ds 110 195 platinum Pt Ir iridium 78 106 palladium Pd 46 59 nickel Ni 77 103 rhodium Rh 45 59 cobalt Co – berkelium Bk 97 159 terbium Tb 65 – roentgenium Rg 111 197 gold Au 79 108 silver Ag 47 64 copper Cu – californium Cf 98 163 dysprosium Dy 66 – copernicium Cn 112 201 mercury Hg 80 112 cadmium Cd 48 65 zinc Zn B C – einsteinium Es 99 165 holmium Ho 67 – nihonium Nh 113 204 thallium Tl 81 115 indium In 49 70 gallium Ga 31 27 aluminium – fermium Fm 100 167 erbium Er 68 – flerovium Fl 114 207 lead Pb 82 119 tin Sn 50 73 germanium Ge 32 28 silicon Si 14 13 Al 12 carbon 11 boron 6 – mendelevium Md 101 169 thulium Tm 69 – moscovium Mc 115 209 bismuth Bi 83 122 antimony Sb 51 75 arsenic As 33 31 phosphorus P 15 14 nitrogen N 7 – nobelium No 102 173 ytterbium Yb 70 – livermorium Lv 116 – polonium Po 84 128 tellurium Te 52 79 selenium Se 34 32 sulfur S 16 16 oxygen O 8 – lawrencium Lr 103 175 lutetium Lu 71 – tennessine Ts 117 – astatine At 85 127 iodine I 53 80 bromine Br 35 35.5 chlorine Cl 17 19 fluorine F 9 – oganesson Og 118 – radon Rn 86 131 xenon Xe 54 84 krypton Kr 36 40 argon Ar 18 20 neon Ne 10 4 5 helium VIII 1 VII hydrogen VI 2 V He IV H III 1 The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.). actinoids lanthanoids – 137 133 – actinoids barium caesium Ra Ba Cs radium 56 55 Fr 88 85 francium 89–103 strontium rubidium yttrium Sr Rb Y scandium Sc 9 7 atomic symbol Be beryllium Li lithium atomic number 4 3 Key II I Group The Periodic Table of Elements 16 Copyright © UCLES, 2020 Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. 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. Cambridge Lower Secondary Sample Test For use with curriculum published in September 2020 Science Paper 2 Mark Scheme Stage 9 Science_S9_02_MS/7RP © UCLES 2020 S9/02 Science Stage 9 Paper 2 Mark Scheme From 2020 General guidelines on marking Many descriptive answers can be expressed in a variety of ways. Professional judgement can be used in these cases, providing it matches the marking points and further information in the mark scheme. Answers may have words spelt incorrectly. Credit is normally given for phonetically correct answers, unless the word has a scientifically different meaning. For example, where the answer should be antennae, credit will be given for antena but not for anthen (too close to anther). Only the science is being assessed, so answers do not need to be grammatically correct. Significant figures will be indicated in the question or in the mark scheme. Unless specified all marking points are independent. Annotations and abbreviations / OR alternate responses for the same marking point ( ) brackets the words or units in brackets do not need to be stated, for example, (recycles or releases or provides) minerals = minerals scores the mark Underline exact word is required Accept an acceptable response Do not accept indicates an incorrect response that would contradict another otherwise correct alternative Ignore indicates an irrelevant answer that is not creditworthy. Full marks can still be achieved even with answers that are ignored. Note provides extra information when necessary ecf error carried forward; marks are awarded if an incorrect response has been carried forward from earlier working, provided the subsequent working is correct ora or reverse argument; for example, as mass increases, volume increases could be written as mass decreases, volume decreases © UCLES 2020 Page 2 of 10 any two from 1(b)(ii) © UCLES 2020 1(b)(iv) 1(b)(iii) temperature (of the air) 1(b)(i) Page 3 of 10 as temperature (of the air) increases the rate of transpiration increases / ora to lose a fixed volume of water time taken or in a given time volume of water lost same amount of light take measurements over same time interval keep out of draughts same humidity same species of plant same number of leaves / surface area same shoot / same plant leaves / stomata 1(a)(iii) From 2020 1 Note answer must be comparative Accept reference to how far the water level drops 1 Accept amount for volume 2 1 1 1 xylem (vessels) Further Information 1(a)(ii) Marks 1 Accept osmosis Answer diffusion Question Science Stage 9 Paper 2 Mark Scheme 1(a)(i) S9/02 Question Question © UCLES 2020 3 2(b) 2(a) S9/02 Answer Page 4 of 10 right hand box shows cancellation, i.e. a straight line left hand box wave has an amplitude twice as high as individual waves (judge by eye) left hand box shows reinforcement, i.e. wave taller than either of the individual waves (group) 6 shared (pairs of) electrons covalent Answer Marks Marks Science Stage 9 Paper 2 Mark Scheme 3 Cancellation Reinforcement Ignore frequency of wave The waveform must have a minimum of three peaks and two troughs for first marking point Accept correct answer in any horizontal position in the box waveforms 1+2 waveform 2 waveform 1 Further Information waveforms 1+2 waveform 2 waveform 1 1 Accept VI / 16 2 Further Information From 2020 © UCLES 2020 Page 5 of 10 (increased) melting of ice caps and glaciers extreme weather events (more) drought (more) flooding sea level rises any two from 4(c)(ii) (but) renewable energy does not produce carbon dioxide (burning) fossil fuels produce carbon dioxide any one from reduce the levels of CO2 in the atmosphere / less of an increase of CO2 in the atmosphere D = nutrition / feeding / eating C = combustion / burning B = respiration A = photosynthesis Answer (historical records about) global temperatures / sea levels / area of the polar ice caps / weather Question Marks Science Stage 9 Paper 2 Mark Scheme 4(c)(i) 4(b) 4(a) S9/02 extinction of some species disruption of food chains / webs more forest fires famine loss of habitats increased competition for dwindling resources 2 Accept other effects, e.g. 1 Accept any valid point Accept coal, coke, oil or natural gas instead of fossil fuel Accept wind turbine or solar panels instead of renewable energy resource 2 mark prediction and explanation where seen Accept idea that fossil fuels will remain for longer 4 each correct answer = 1 mark Further Information From 2020 Copper is a metal, so it is a good conductor. 6(c)(ii) Page 6 of 10 This is because wood is a good insulator. 6(c)(i) © UCLES 2020 convection 6(b) Answer has very low / lowest density B 4.5 (g / cm3) density = mass / volume Answer conduction Question Question Marks Marks Science Stage 9 Paper 2 Mark Scheme 6(a) 5(b) 5(a) S9/02 1 Do not accept conduction 1 Do not accept insulation 1 1 Do not accept conductor Further Information 2 Accept ecf from table Accept answers in table but answer line takes precedence Accept density = 90 / 20 for the formula for density 2 correct answer on its own = 2 marks Further Information From 2020 fuse sperm (no marks) 7(a)(ii) 7(a)(iii) Page 7 of 10 Accept idea of selective breeding different parents 1 1 From 2020 Accept one contains X and the other contains X or Y = 1 mark 2 If egg is given = 1 mark maximum Ignore mix together / add together 1 Accept join together / combine 1 Accept genes Further Information Accept different genes / different DNA any one from 7(b)(ii) Marks different genetic material variation presence of X chromosome (in sperm) leads to female presence of Y chromosome (in sperm) leads to male the eggs only contain X chromosomes 7(b)(i) © UCLES 2020 Answer Science Stage 9 Paper 2 Mark Scheme sperm has either X or Y chromosomes / only the sperm can contain Y chromosomes and any two from DNA Question 7(a)(i) S9/02 © UCLES 2020 8(d) Page 8 of 10 to stop (hydrochloric) acid from entering his eyes workable method correct apparatus to measure volume of gas, e.g. gas syringe, inverted measuring cylinder, upturned burette or graduated test-tube 8(c) more collisions particles have more energy / particles move faster Answer use powdered zinc / higher concentration of acid Question Marks Science Stage 9 Paper 2 Mark Scheme 8(b) 8(a) S9/02 1 Do not accept ‘to keep things from going in his eye’ this is not sufficient Accept workable method mark if apparatus collects but does not measure volume of gas 2 Accept name or drawing of apparatus Accept increase the surface area of the zinc Accept shaking or stirring 1 Accept use stronger acid 2 Accept more frequent collisions / more successful collisions / more energetic collisions = 2 marks Further Information From 2020 © UCLES 2020 10(b) 10(a) decreases / get smaller ohms / Ω resistance = 3 A2 = 0.8 (A) A3 = 0.8 (A) A4 = 1.6 (A) 9(c) current rejoins at Y current splits at X 2.8 circled in the table Question Question 9(b) 9(a) S9/02 Answer Answer Page 9 of 10 Marks Marks Science Stage 9 Paper 2 Mark Scheme 1 2 each correct answer = 1 mark Further Information 1 all three required for 1 mark 1 Accept answer in the space, circled answer takes precedence 2 Accept current splits at Y and rejoins at X = 1 mark Accept current splits and rejoins = 1 mark Further Information From 2020 © UCLES 2020 S9/02 Page 10 of 10 BLANK PAGE Science Stage 9 Paper 2 Mark Scheme From 2020 Cambridge Lower Secondary Progression Test * 1 8 8 2 0 4 6 8 0 0 * Science paper 1 Stage 9 45 minutes For Teacher’s Use Name ………………………………………………….………………………. Page 1 Additional materials: Calculator Ruler 2 3 READ THESE INSTRUCTIONS FIRST 4 Answer all questions in the spaces provided on the question paper. 5 You should show all your working on the question paper. 6 7 The number of marks is given in brackets [ ] at the end of each question or part question. The total number of marks for this paper is 50. 8 9 10 11 12 13 14 15 16 Total SCIENCE_01_S9_7RP © UCLES 2018 Mark 2 1 The diagram shows a plant with variegated leaves. For Teacher’s Use Some areas of the leaves are green and some are white. green area white area (a) Plants use photosynthesis to make food so they can grow. Complete the word equation for photosynthesis. ............................. ............................. + ............................. ............................. ............................. ............................. + ............................. ............................. [2] (b) This plant with variegated leaves does not grow as fast as another plant with only green leaves. Suggest a reason for this. ......................................................................................................................................[1] © UCLES 2018 S/S9/01 3 2 The graph shows the volume of gas made during a chemical reaction involving an acid. For Teacher’s Use 50 40 total volume 30 of gas in cm3 20 10 0 0 10 20 30 40 50 60 time in seconds 70 80 90 100 (a) Complete the sentences to describe the pattern shown on the graph. Between 0 and 48 seconds the volume of gas ..................................................... . After 48 seconds the reaction ..................................................... . [2] (b) The experiment is repeated using a lower concentration of acid. All other factors are kept the same. What happens to the rate of reaction when the concentration of acid is lower? ......................................................................................................................................[1] (c) Increasing the temperature will increase the rate of reaction. Explain why. Use ideas about particles and collisions in your answer. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2018 S/S9/01 [Turn over 4 3 A class investigates food chains. They plan to sample insects in their school grounds using pitfall traps, pooters and sweep nets. thin cotton sheet pitfall trap (a) (i) pooter sweep net Draw a line from each piece of collecting equipment to the type of insect the class plans to sample. collecting equipment type of insect pitfall traps flying insects pooters insects crawling on plants sweep nets insects in leaf litter which are active at night [1] (ii) The class want to estimate the number of insects in their school grounds. Describe how they can make the estimate reliable. ..............................................................................................................................[1] (iii) Carlos and Blessy use a pooter. Describe one possible safety risk of using a pooter. ..............................................................................................................................[1] © UCLES 2018 S/S9/01 For Teacher’s Use 5 (b) The students investigate a food chain involving beetles, caterpillars and leaves. For Teacher’s Use They set up three dishes. They look at the dishes after one day. The diagram shows the results of their investigation. dish 1 dish 2 dish 3 at start key beetle caterpillar leaf after one day (i) Complete the food chain for the three organisms. .............................. .............................. .............................. [2] (ii) Explain how you worked out your answer from the results in each dish. dish 1 ........................................................................................................................ dish 2 ........................................................................................................................ dish 3 ........................................................................................................................ [2] © UCLES 2018 S/S9/01 [Turn over 6 4 Look at the circuit diagrams. A B D For Teacher’s Use C E (a) Complete the table. Put ticks () into the correct columns. circuit parallel series does not work A B C D E [3] (b) All the lamps are identical. All the batteries are identical. Which two circuits have lamps with the same brightness? ......................................................... and ......................................................... . Explain why. .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2018 S/S9/01 7 5 Look at the diagram. It shows some of the elements in the Periodic Table. H Li He Be B Na Mg Al K Ca For Teacher’s Use C N O F Ne Cl transition elements (a) Use this Periodic Table to answer these questions. (i) Write down the chemical symbol of the most reactive element in Group 2. ..............................................................................................................................[1] (ii) Write down the chemical symbol of the atom with only six electrons. ..............................................................................................................................[1] (b) Look at the elements in Period 2 of the Periodic Table. Write down the chemical symbol of the element with the most protons in each atom. ......................................................................................................................................[1] (c) Look at the diagram of an atom of an element. X nucleus X X X X (i) To which group of the Periodic Table does this element belong? ..............................................................................................................................[1] (ii) What is the number of protons in the nucleus of this atom? ..............................................................................................................................[1] © UCLES 2018 S/S9/01 [Turn over 8 6 Youssef has four varieties of goldfish. For Teacher’s Use Here is a key for the varieties. A= spotted B= dark C= light D= striped Here are Youssef’s four varieties of goldfish. A B C D (a) Youssef wants a new variety that has spots and stripes. Which two fish does he breed? Choose from A, B, C and D. ................... and ................... © UCLES 2018 [1] S/S9/01 9 (b) Here is a diagram of the three varieties of offspring. E F G What should he do now to get more of the variety that have spots and stripes? .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2018 S/S9/01 [Turn over 10 7 The density of any solid, liquid or gas can be calculated. For Teacher’s Use (a) A solid has a mass of 12 g. It has a volume of 3.2 cm3. Calculate the density. .......................................................................................................................................... .......................................................................................................................................... density of solid ......................................................... [3] (b) What is the unit of the density you have calculated in part (a)? unit ......................................................... © UCLES 2018 S/S9/01 [1] 11 8 Look at the diagram. It shows some metals in order of reactivity. most reactive For Teacher’s Use potassium sodium calcium magnesium aluminium zinc iron tin lead copper silver gold platinum least reactive Use the diagram and your scientific knowledge to answer these questions. (a) Some metals displace other metals from their compounds. Which two combinations of metal and compound give a displacement reaction? Tick () the two correct answers. copper and lead chloride lead and silver nitrate magnesium and sodium chloride tin and copper chloride zinc and magnesium nitrate [2] (b) (i) Calcium reacts with cold water. Write down the name of one other metal that reacts with cold water. ..............................................................................................................................[1] (ii) When calcium reacts with water an alkali and a gas are produced. Complete the word equation for the reaction between calcium and water. ............................. ............................. + ............................. ............................. ............................. ............................. + ............................. ............................. [2] © UCLES 2018 S/S9/01 [Turn over 12 9 Carlos draws a diagram to show evaporation. For Teacher’s Use small circle liquid (a) What do the small circles represent? ......................................................................................................................................[1] (b) What do the arrows represent? ......................................................................................................................................[1] (c) Explain how evaporation causes the liquid to cool down. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2018 S/S9/01 13 10 A new road is built through a forest. For Teacher’s Use forest Many trees must be removed to build the road. (a) Removing trees changes the amounts of some gases in the atmosphere. (i) Complete the sentence. When trees are removed the amount of carbon dioxide ............................................ and the amount of oxygen ......................................................... . (ii) [1] Explain your answer. .................................................................................................................................. ..............................................................................................................................[1] (b) Animal populations decrease when the trees are removed. Give two reasons why. 1 ....................................................................................................................................... 2 ....................................................................................................................................... [2] © UCLES 2018 S/S9/01 [Turn over 14 11 Mia decides to make a salt called calcium nitrate. For Teacher’s Use Mia adds calcium carbonate to dilute nitric acid. The sentences A to E describe part of the method she uses. Complete sentences B and D. A An excess of calcium carbonate is added to dilute nitric acid. B The excess insoluble calcium carbonate is removed by ................................................ . C The filtrate is put into an evaporating dish. D The filtrate is heated until the first ......................................................... appear. E The solution is left to crystallise. [2] 12 A class is given some questions about pressure. Their teacher gives them an equation to help them. force pressure = area Answer the questions. (a) A force of 200 N acts on an area of 2 m2. (i) What is the pressure? ............................................. N / m2 [1] (ii) The same 200 N force acts on an area greater than 2 m2. What happens to the pressure? ..............................................................................................................................[1] (b) A force of 100 N causes a pressure of 25 N / m2. What area does it act on? .................................................. m2 [1] © UCLES 2018 S/S9/01 15 BLANK PAGE © UCLES 2018 S/S9/01 16 BLANK PAGE Copyright © UCLES, 2018 Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. 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. © UCLES 2018 S/S9/01 Cambridge Lower Secondary Progression Test * 9 8 5 4 4 1 8 5 2 6 * Science paper 2 Stage 9 45 minutes For Teacher’s Use Name ………………………………………………….………………………. Additional materials: Calculator Ruler READ THESE INSTRUCTIONS FIRST Answer all questions in the spaces provided on the question paper. You should show all your working on the question paper. The number of marks is given in brackets [ ] at the end of each question or part question. Page 1 2 3 4 5 6 7 8 The total number of marks for this paper is 50. 9 10 11 12 13 14 15 16 Total SCIENCE_S9_02_8RP © UCLES 2018 Mark 2 1 To grow well, plants need to absorb minerals from the soil. For Teacher’s Use These minerals contain chemical elements. (a) Most soils have a pH between 4 and 8.5. The diagram shows how pH affects the amount of iron in the soil. amount of iron in the soil iron 4 5 6 7 8 pH of soil The diagram shows that between pH 4 and 6.7 the soil contains the greatest amount of iron. Above pH 6.7 the amount of iron decreases. The diagram below shows how pH affects the amount of other elements in the soil. nitrogen phosphorus amount of element in the soil potassium magnesium 4 5 6 7 8 pH of soil (i) Use the information in the diagram to answer the questions. Explain why plants grow well at pH 7. .................................................................................................................................. Explain why plants do not grow well at pH 4. .................................................................................................................................. [2] © UCLES 2018 S/S9/02 3 (ii) Which element is in least amount when the soil pH is greater than 7? For Teacher’s Use Choose from iron nitrogen phosphorus potassium magnesium answer ...................................................................................................................[1] (b) The soil can be improved by adding decayed plant material or animal waste. (i) Which group of organisms cause decay? ..............................................................................................................................[1] (ii) Explain why adding decayed plant material or animal waste improves soil. ..............................................................................................................................[1] 2 Forces can make objects turn. distance 1 distance 2 A force 1 force 2 Complete the sentences. The part labelled A in the diagram is the .................................................. . Look at the formula. Z = force × distance Z is called a .................................................. . © UCLES 2018 S/S9/02 [2] [Turn over 4 3 A teacher shows his students the reactions of some metals with water. For Teacher’s Use He starts by adding small amounts of some metals to a bowl containing water. The table shows the observations his students make. metal chemical symbol observation lithium Li fizzes slowly sodium Na fizzes quickly potassium K fizzes very quickly and bursts into flames (a) When the teacher does the experiment he needs to keep himself and his students safe. Write down one way he could do this. ......................................................................................................................................[1] (b) A gas is made when these metals react with water. What is the name of this gas? Circle the correct answer. carbon dioxide hydrogen nitrogen oxygen [1] (c) All the metals the teacher uses are in Group 1 of the Periodic Table. (i) Which of the three metals is the most reactive? ..............................................................................................................................[1] (ii) Rubidium is also in Group 1. It is beneath potassium in the Periodic Table. Predict what happens when rubidium is added to water. ..............................................................................................................................[1] © UCLES 2018 S/S9/02 5 4 Many computers and mobile phones have touch screens. For Teacher’s Use Touch screens work using electric charge. digital sensor charge on plate touch screen Put these statements in the correct order. Use numbers 1, 2, 3, 4 and 5. One has been done for you. statement order the touch screen pushes onto the plate behind the charge on this part of the plate changes you choose the letter you want on the phone 1 the change in charge is detected by the digital sensor you touch the screen with your finger [1] © UCLES 2018 S/S9/02 [Turn over 6 5 Charles Darwin is famous for his theory of natural selection. For Teacher’s Use He developed this theory by making observations and drawing conclusions. Draw a line from each observation to the correct conclusion. observation conclusion Offspring of a species have small differences. The small differences make some offspring better adapted than others. Over time the population of a species stays roughly the same. The small differences are inherited. The small differences can be seen in the parent and the offspring. Darwin called this evolution. Over time, the appearance of a species changes. The weakest die and the best adapted survive. [2] © UCLES 2018 S/S9/02 7 6 The timeline shows when some scientists made suggestions about the structure of the atom. .. Dalton Rutherford Schrodinger / Heisenburg 1803 1910 1926 400 BC 1904 1913 Democritus JJ Thomson Bohr For Teacher’s Use not to scale (a) Rutherford was the first scientist to suggest the modern day model of an atom. (i) The idea of elements being made of atoms was also suggested by a scientist just over 100 years before Rutherford’s suggestion. Use the timeline to name this scientist. ..............................................................................................................................[1] (ii) The atomic model made famous by JJ Thomson in 1904 was called the plum pudding model. Rutherford’s suggestions meant the plum pudding model was no longer used. Use the timeline to calculate how long the plum pudding model of the atom was used. .................................................. years [1] (b) The model first suggested by Rutherford has changed over time. Why has this model changed? .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[1] © UCLES 2018 S/S9/02 [Turn over 8 7 Rajiv uses the internet. He finds information about different energy sources used in the USA in the year 2008. energy source percentage (%) use in the USA coal 23 natural gas 24 nuclear electric power 9 petroleum 37 renewable 7 (a) What is the best way to present the information in the table? .......................................................................................................................................... Explain your answer ........................................................................................................ .......................................................................................................................................... [2] (b) The information was for the year 2008. Rajiv wants to predict the world’s (global) energy use for the year 2025. Describe why the information in the table is not very useful for this prediction. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] (c) Name a renewable energy source. ......................................................................................................................................[1] (d) Coal is a fossil fuel. Explain why coal is a non-renewable energy source. .......................................................................................................................................... ......................................................................................................................................[1] © UCLES 2018 S/S9/02 For Teacher’s Use 9 8 Foxes are predators that eat rabbits. For Teacher’s Use (a) State two factors, other than predation, that affects the size of the rabbit population. 1 ....................................................................................................................................... 2 ....................................................................................................................................... [2] (b) The graph shows how the populations of rabbits and foxes change over time. A population B time Which line, A or B, represents the size of the fox population? ................. Explain your answer. .......................................................................................................................................... .......................................................................................................................................... [1] © UCLES 2018 S/S9/02 [Turn over 10 9 Jamila and Ahmed investigate the rate of reaction between hydrochloric acid and magnesium. The diagram shows the apparatus they use. measuring cylinder magnesium ribbon hydrochloric acid water The flask contains 1 cm length of magnesium ribbon and 25 cm3 of hydrochloric acid. Jamila and Ahmed measure the volume of gas made in two minutes. They repeat the experiment using different concentrations of acid. Here is their results table. relative concentration of acid volume of gas collected in cm3 1 5 2 12 3 29 4 25 5 27 Jamila tells Ahmed that one result is an anomaly. (a) Which result is the anomaly? ......................................................................................................................................[1] (b) How could they check if this result is an anomaly? ......................................................................................................................................[1] © UCLES 2018 S/S9/02 For Teacher’s Use 11 (c) Jamila and Ahmed want to improve their experiment to get more accurate results. For Teacher’s Use What improvement should they make? Tick () the correct answer. Replace the acid with an alkali. Replace the conical flask with a beaker. Use a gas syringe instead of a measuring cylinder. [1] Use iron instead of magnesium. 10 Yuri wants to measure the current and voltage in an electrical circuit. Complete the gaps in the table. current unit measured with amps voltage ............................................ ammeter ............................................ in in series ............................................ circuit symbol for the measuring device V [3] © UCLES 2018 S/S9/02 [Turn over 12 11 Look at the diagram of the inside of a flower. For Teacher’s Use (a) Complete the labelling on the diagram. Choose words from this list. leaf ovary pollen stamen stigma style anther filament ................................ petal ................................ sepal ................................ nectary [3] (b) The table describes the processes involved in sexual reproduction in flowering plants. They are not in the correct order. Complete the table to give the name of each process. The first one has been done for you. description of process name of process ovule develops into a seed seed formation pollen fuses with the ovule pollen transferred onto plant wind carries seed away .............................................. .............................................. .............................................. [3] © UCLES 2018 S/S9/02 13 12 Mike investigates the metal magnesium. For Teacher’s Use (a) He burns a piece of magnesium in a Bunsen burner flame. Burning (combustion) releases energy. Write down the word used to describe a reaction that releases energy. ......................................................................................................................................[1] (b) Mike places a piece of magnesium into hydrochloric acid. The acid starts to fizz. (i) Which gas is made? ..............................................................................................................................[1] (ii) This reaction also makes a salt. Circle the name of this salt. magnesium chloride magnesium hydride magnesium hydroxide magnesium sulfate [1] (c) Mike puts a piece of magnesium into water. There is a very slow reaction. Circle the name of the metal that reacts much faster with water than magnesium does. calcium copper gold silver [1] © UCLES 2018 S/S9/02 [Turn over 14 13 Priya plans an investigation into the density of different salt solutions. For Teacher’s Use She does some preliminary experiments. Priya • puts different masses of salt into 100 cm3 water • measures the mass and volume of the salt solution. Here are her preliminary results. mass of salt in g mass of salt solution in g volume of salt solution in cm3 1 101 100.4 5 105 101.3 20 120 103.6 40 140 103.9 100 200 104.0 (a) What range of masses of salt would give Priya the biggest range of volumes? Tick () the correct answer. 0–1 g 1–5 g 1–20 g 20–100 g [1] (b) What pattern is shown by the preliminary results? .......................................................................................................................................... ......................................................................................................................................[1] (c) Priya does just one set of preliminary results. Why is it important to repeat each set of results in the actual investigation? ......................................................................................................................................[1] © UCLES 2018 S/S9/02 15 14 Use the key to identify the invertebrate in the diagram. 1 2 3 4 For Teacher’s Use has a segmented body go to 2 does not have a segmented body go to 4 has legs go to 3 does not have legs earthworm has enlarged pincers (claws) at front of body crayfish does not have pincers (claws) at front of body dragonfly nymph length is more than three times its width roundworm length is less than three times its width flatworm The invertebrate is ..............................................................................................................[1] © UCLES 2018 S/S9/02 [Turn over 16 15 The diagram shows an atom of phosphorus. For Teacher’s Use particle X (a) What is the name of particle X? ......................................................................................................................................[1] (b) What is the number of particles in the nucleus of this phosphorus atom? ......................................................................................................................................[1] 16 Energy from the Sun reaches the Earth. (a) Which process transfers thermal (heat) energy from the Sun to the Earth? Circle the correct answer. conduction convection evaporation radiation [1] (b) Explain why energy from the Sun can only be transferred to the Earth by this process. .......................................................................................................................................... ......................................................................................................................................[1] Copyright © UCLES, 2018 Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. 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. © UCLES 2018 S/S9/02 Cambridge Lower Secondary Progression Test Science mark scheme Stage 9 SCIENCE_S9_MS_8RP © UCLES 2018 2 General guidelines on marking Many descriptive answers can be expressed in a variety of ways. Professional judgement can be used in these cases, providing it matches the marking points and further information in the mark scheme. Answers may have words spelt incorrectly. Credit is normally given for phonetically correct answers, unless the word has a scientifically different meaning. For example, where the answer should be antennae, credit will be given for antena but not for anthen (too close to anther). Only the science is being assessed so answers do not need to be grammatically correct. Significant figures will be indicated in the question or in the mark scheme. Unless specified all marking points are independent. Annotations and abbreviations / OR alternate responses for the same marking point ( ) brackets the words or units in brackets do not need to be stated, for example, (recycles or releases or provides) minerals = minerals scores the mark Accept an acceptable response Do not accept indicates an incorrect response that would contradict another otherwise correct alternative Ignore indicates an irrelevant answer that is not creditworthy. Full marks can still be achieved even with answers that are ignored. ecf error carried forward; marks are awarded if an incorrect response has been carried forward from earlier working provided, the subsequent working is correct ora or reverse argument; for example, as mass increases, volume increases could be written as mass decreases, volume decreases © UCLES 2018 S/S9/MS 3 Stage 9 Paper 1 Mark scheme Question 1 Part Mark Answer 2 water and carbon dioxide correctly placed in first half of equation = 1 mark reactants in either order products in either order oxygen and glucose correctly placed in second half of equation = 1 mark Accept oxygen and sugar / carbohydrate (a) Further Information Accept balanced or unbalanced symbol equations Accept mix of names and formulae If name and formula given ignore any incorrect formulae Correct formulae are water, H2O, carbon dioxide, CO2, glucose, C6H12O6 and oxygen, O2 Ignore chlorophyll / light / enzymes if written over arrow but do not accept if given as reactant or product water (b) + 1 carbon dioxide oxygen leaves contain less chlorophyll / (idea of) white parts do not photosynthesise / leaves contain fewer chloroplasts + glucose Assume answer refers to variegated leaves Accept (idea that) chlorophyll is needed for photosynthesis Accept less photosynthesis in variegated leaves Accept ora if green leaves specified Total © UCLES 2018 3 S/S9/MS [Turn over 4 Question 2 Part Mark Answer 2 Between 0 and 48 seconds the volume of gas increases. (a) Further Information Accept gets bigger / goes up Accept changes from 0 to 46 (cm2) After 48 seconds the reaction stops / ends / finishes. Accept does not take place (b) 1 decreases / gets smaller Accept slows down / reduces (c) 2 Any two from each idea = 1 mark particles have more energy more frequent collisions / more successful collisions / more fruitful collisions / more energetic collisions = 2 marks particles move faster more collisions Total 5 Question 3 Part Mark (a) (i) 1 Answer collecting equipment Further Information type of insect to be sampled pitfall traps flying insects pooters insects crawling on plants sweep nets insects in leaf litter which are active at night Accept line from pooter to insects in leaf litter which are active at night (ii) 1 take more samples / repeat / take random samples / sample at different times Ignore reference to fair test / improve accuracy (iii) 1 could transfer microbes from one student to another / bacteria from one student to another / the tube may be sharp / tube may cut mouth Accept risk of infection (i) 2 (b) / leaf / caterpillar / beetle three organisms correct = 1 mark correct arrows = 1 mark (ii) 2 dish 1 beetle dead / leaf uneaten / beetles do not eat leaves / beetles are not herbivores dish 2 caterpillar (half) eaten / beetle is a carnivore / beetle is a predator / caterpillar is prey dish 3 leaf eaten / caterpillar eats leaves / caterpillar is a herbivore Total © UCLES 2018 7 S/S9/MS three correct reasons = 2 marks two correct reasons = 1 mark 5 Question 4 Part Mark (a) Answer 3 circuit Further Information parallel series does not work A B C D (b) 2 Total 5 Question 5 Part Mark (a) three or four correct = 2 marks two correct = 1 mark E all five correct = 3 marks Ignore tick under series for circuit C D and E both required in either order voltage (across each lamp) is the same / same p.d. (across each lamp) Accept same current / same power / same energy Answer Further Information (i) 1 Ca Accept calcium but symbol takes precedence (ii) 1 C Accept carbon but symbol takes precedence 1 Ne Accept neon but symbol takes precedence (i) 1 3 Accept Group 13 (ii) 1 5 (b) (c) Total 5 Question 6 Part Mark (a) 1 (b) 2 Answer A and D Further Information both correct = 1 mark each correct answer = 1 mark select the spotted and striped fish / remove the fish that just have stripes or just have spots Accept select G / remove E and F breed them together Total © UCLES 2018 3 S/S9/MS [Turn over 6 Question 7 Part Mark (a) 3 (b) 1 Total 4 Question 8 Part Mark (a) Answer Further Information mass density = volume each correct step = 1 mark 12 / 3.2 Accept 12 / 3.2 = 2 marks 3.75 (g / cm3) Accept 3.75 with no working out = 3 marks g / cm3 Accept g cm−3 or g per cc or g per ml or g / ml or g / cc or g per cm3 Answer Further Information all correct = 2 marks 2 copper and lead chloride lead and silver nitrate two correct and one incorrect = 1 mark magnesium and sodium chloride tin and copper chloride one correct = 1 mark two incorrect = 0 marks zinc and magnesium nitrate (b) (i) 1 potassium / sodium (ii) 2 calcium + water Accept magnesium / lithium calcium hydroxide + hydrogen reactants correct = 1 mark Accept reactants in any order Accept Ca + H2O products correct = 1 mark Accept products in any order Accept Ca(OH)2 + H2 Accept correct formulae but words take precedence Total © UCLES 2018 5 S/S9/MS 7 Question 9 Part Mark Answer (a) 1 particles / molecules (b) 1 (direction of) movement (c) 2 Any two from Further Information Accept atoms each correct idea = 1 mark (maximum two marks) high(er) energy particles escape the process is endothermic / evaporation takes in energy at least one marking point must involve particles energy is required to overcome force of attraction between particles low(er) energy particles are left behind Total 4 Question 10 Part Mark Answer Further Information 1 The amount of carbon dioxide increases and the amount of oxygen Accept other words for increases and decreases, e.g. gets bigger or gets smaller (a) (i) decreases (ii) (b) 1 (idea of) less photosynthesis 2 Any two from Ignore references to pollution loss of cover Accept loss of habitat if no other mark awarded loss of food loss of shelter loss of nesting sites disturbance Total 4 Question 11 Part Mark 2 Answer Further Information filtration crystals / salt / calcium nitrate / solid Total © UCLES 2018 2 S/S9/MS [Turn over 8 Question 12 Part Mark Answer (i) 1 100 (N / m2) (ii) 1 goes down / decreases / less (b) 1 4 (m2) Total 3 (a) © UCLES 2018 S/S9/MS Further Information 9 Stage 9 Paper 2 Mark scheme Question 1 Part Mark Answer 2 this range gives the best combination of high element levels (a) (i) below pH 4 lots of elements are in short supply Further Information Accept has most nitrogen / phosphorus / potassium / magnesium Accept has least or no nitrogen / least or no phosphorus / least or no potassium / least or no magnesium (ii) 1 iron Accept any indication of answer but answer line takes precedence (i) 1 decomposers Accept bacteria / fungi / microbes / microorganisms (ii) 1 (recycles or releases or provides) minerals / nutrients Accept (recycles or releases or provides) nitrogen / phosphorus / potassium / magnesium / nitrates / ammonium compounds / phosphate (b) Total 5 Question 2 Part Mark Answer Further Information 2 The part labelled A in the diagram is the pivot / fulcrum. each correct sentence = 1 mark Z is called a moment. Total © UCLES 2018 2 S/S9/MS [Turn over 10 Question 3 Part Mark (a) 1 Answer Further Information Any one from wear eye protection / wear gloves / wear lab coat / only use small amount of metal / safety screen / carry it out in a fume hood (b) 1 hydrogen (i) 1 potassium / K (ii) 1 burst into flames / explodes / fizzes / makes a gas / floats on water (c) Accept local name for eye protection, e.g. safety goggles Accept any indication of answer but circle takes precedence Accept makes hydrogen / makes rubidium hydroxide / melts / heat released Ignore colour of flame Total 4 Question 4 Part Mark 1 Total © UCLES 2018 Answer statement Further Information order the touch screen pushes onto the plate behind 3 the charge on this part of the plate changes 4 you choose the letter you want on the phone (1) the change in charge is detected by the digital sensor 5 you touch the screen with your finger 2 1 S/S9/MS all in correct place = 1 mark 11 Question 5 Part Mark 2 Total 2 Question 6 Part Mark (a) Answer observation conclusion Offspring of a species have small differences. The small differences make some offspring better adapted than others. Over time the population of a species stays roughly the same. The small differences are inherited. The small differences can be seen in the parent and the offspring. Darwin called this evolution. Over time, the appearance of a species changes. The weakest die and the best adapted survive. Answer (i) 1 Dalton (ii) 1 6 (years) 1 Any one from (b) Further Information all four correct = 2 marks two or three correct = 1 mark one correct = 0 marks Do not accept one observation to two conclusions Further Information (idea of) other scientists have provided new evidence (idea that) new explanations given to same evidence Total © UCLES 2018 3 S/S9/MS [Turn over 12 Question 7 Part Mark (a) 2 Answer pie-chart Further Information Accept bar chart because not a continuous variable = 1 mark all data adds up to 100% (b) 2 Accept specific examples, e.g. more renewables Any two from data may have changed / data has changed (idea that) data does not show the percentages of the different energy sources today / data only shows the information for 2008 only shows information for the USA (c) 1 solar / wind / geothermal / biomass Accept Sun / biofuel / water / tidal / wave / hydroelectric (d) 1 (coal is a) finite resource / made slower than it is used up / not made as conditions not same a millions of years ago Accept one day coal will run out Accept cannot be replaced in a short time Accept takes millions of years to make Ignore it cannot be used again Total 6 Question 8 Part Mark (a) 2 Answer Further Information Accept named diseases / lack of food source Any two from reproduction / disease / famine / loss of habitat / competition / adverse climate / drought / pollution (b) 1 No marks for B without an explanation B and there are fewer predators than prey / the predators lag the prey Total © UCLES 2018 3 S/S9/MS Accept there are fewer foxes than rabbits / the foxes lag the rabbits 13 Question 9 Part Mark Answer Further Information (a) 1 (concentration) 3 / (volume) 29 look to see if the data is circled in the table if answer line is blank (b) 1 repeat the experiment Accept take averages / means (c) 1 more than one tick = 0 marks Replace the acid with an alkali. Replace the conical flask with a beaker. Use a gas syringe instead of a measuring cylinder. Use iron instead of magnesium. Total 3 Question 10 Part Mark Answer Further Information each correct cell = 1 mark 3 unit current voltage amps ............................. volts both voltmeter and parallel needed for 1 mark measured with ............................. in in series circuit symbol for the measuring device Total © UCLES 2018 voltmeter ammeter parallel ............................. A V 3 S/S9/MS [Turn over 14 Question 11 Part Mark (a) Answer Further Information each correct label = 1 mark 3 stigma style ovary (b) 3 each correct process = 1 mark fertilisation pollination dispersal Total 6 Question 12 Part Mark (a) (b) (i) Answer 1 exothermic 1 hydrogen Further Information Accept H2 Ignore H If name and formula given both must be correct (ii) 1 magnesium chloride Accept other ways of indicating answers but circle takes precedence (c) 1 calcium Accept other ways of indicating answers but circle takes precedence Total 4 © UCLES 2018 S/S9/MS 15 Question 13 Part Mark (a) Answer Further Information two or more ticks = 0 marks 1 0–1 g 1–5 g 1–20 g 20–100 g (b) 1 as mass of salt or mass of salt solution increases the volume increases Accept ora Accept as mass of salt increases mass of solution increases must refer to both variables (c) 1 results more reliable / can check results / easier to spot anomalous results Do not accept to improve accuracy or precision Ignore fair test Total 3 Question 14 Part Mark 1 Total 1 Question 15 Part Mark Answer Further Information Answer Further Information roundworm (a) 1 electron (b) 1 31 Total 2 Question 16 Part Mark Accept 15 protons and 16 neutrons Answer Further Information (a) 1 radiation Accept any indication of answer but circle takes precedence (b) 1 (idea that) radiation can travel in space / conduction and convection need matter Accept vacuum for space Total 2 © UCLES 2018 S/S9/MS 16 BLANK PAGE Copyright © UCLES, 2018 Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. 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. © UCLES 2018 S/S9/MS Cambridge Secondary 1 Progression Test Question paper 45 minutes *2235012448* Science Paper 1 For Teacher’s Use Page Stage 9 1 2 3 Name ………………………………………………….………………………. 4 5 Additional materials: Ruler Calculator READ THESE INSTRUCTIONS FIRST 6 7 8 Answer all questions in the spaces provided on the question paper. 9 You should show all your working on the question paper. 10 The number of marks is given in brackets [ ] at the end of each question or part question. 11 The total number of marks for this paper is 50. 12 13 14 Total DC (NH/SW) 93625/7RP © UCLES 2014 Mark 2 1 Sodium and lithium are both elements in Group 1 of the Periodic Table. He H helium 2 hydrogen 1 Li For Teacher’s Use Be lithium 3 beryllium 4 Na Mg K Ca sodium magnesium 11 12 B boron 5 C N O Si P S F carbon nitrogen oxygen fluorine 6 7 8 9 Al aluminium silicon phosphorus sulfur 13 14 15 16 Cl chlorine 17 Ne neon 10 Ar argon 18 potassium calcium 19 20 (a) Write down the number of protons in a sodium atom. ......................................................................................................................................[1] (b) Complete the diagram to show how the electrons are arranged in a sodium atom. NOT TO SCALE [2] (c) Describe how lithium reacts with cold water. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2014 S/S9/01 3 2 Some animals, such as race horses, have been produced by selective breeding. For Teacher’s Use (a) Abdul wants to own fast race horses. Describe how he uses selective breeding to produce fast race horses. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[3] (b) Characteristics of race horses can be inherited only, acquired only, or inherited and acquired. Complete the table. Put a tick (9) in the correct column. One has been done for you. characteristic how it is developed inherited only acquired only length of tail inherited and acquired 9 scars on skin eye colour strength of muscles [2] © UCLES 2014 S/S9/01 [Turn over 4 3 A nut and bolt can be used to hold two pieces of metal together as shown in the diagram. bolt metal nut A spanner is a tool that is used to turn a bolt. spanner bolt (a) A spanner uses the principle of moments. What is meant by the principle of moments? .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] (b) David uses a spanner to try to turn a bolt. He pushes the spanner with a force of 50 N at a distance of 0.3 m from the pivot, as shown in the diagram. 50 N push pivot 0.3 m © UCLES 2014 S/S9/01 For Teacher’s Use 5 (i) Calculate the moment which results from this push on the spanner. For Teacher’s Use Show your working. moment .................... Nm [2] (ii) The bolt does not turn with this push of 50 N. David knows that using a longer spanner will make the bolt more likely to turn with the same push of 50 N. Explain why. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2] © UCLES 2014 S/S9/01 [Turn over 6 4 Calcium carbonate reacts with hydrochloric acid. Calcium chloride, carbon dioxide and water are the products of this reaction. (a) Write a word equation for this reaction in the space below. ......................................................................................................................................[1] (b) Amal investigates the rate of this reaction. Here is the apparatus she uses. delivery tube measuring cylinder carbon dioxide conical flask water trough hydrochloric acid calcium carbonate She wants to find out how the rate of reaction depends on the concentration of the hydrochloric acid. She starts by using: • 25 cm3 of dilute hydrochloric acid • 1 g calcium carbonate. Write down two measurements Amal should take to find out the rate of this reaction. 1 ....................................................................................................................................... 2 ....................................................................................................................................... [2] (c) Next, she uses concentrated hydrochloric acid. Write down two variables she should keep the same as in the first test with dilute hydrochloric acid. 1 ....................................................................................................................................... 2 ....................................................................................................................................... [2] © UCLES 2014 S/S9/01 For Teacher’s Use 7 5 The diagram shows a plant which reproduces sexually. For Teacher’s Use (a) Insects are involved in the sexual reproduction of this plant. Describe how insects are involved. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] (b) The diagram shows the seeds of this plant being dispersed by wind. (i) Write down one other method of plant seed dispersal. .................................................................................................................................. ..............................................................................................................................[1] (ii) Explain the advantage to plants of being able to disperse their seeds. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[1] © UCLES 2014 S/S9/01 [Turn over 8 6 Car tyres are filled with air. The air is at higher pressure than the air outside the tyre. (a) Explain how the air exerts pressure on the inside surface of the tyre. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] (b) When a car moves, the temperature of the tyres increases. State what will happen to the pressure in the tyres and explain your answer. The pressure will …………………… because ............................................................................................................................ ......................................................................................................................................[2] © UCLES 2014 S/S9/01 For Teacher’s Use 9 7 The picture shows a container called a water cooler. For Teacher’s Use The container is made of clay. (a) The water in the container soaks into the clay, making the outside wet. Water evaporates from the outside, cooling the container. Explain how evaporation cools a liquid. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] (b) When the outside cools down, heat energy is transferred through the clay. Heat travels from the inside of the container through the clay by conduction. Explain how heat energy is conducted through solids. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2014 S/S9/01 [Turn over 10 8 The polar bear is a large predator which lives in the Arctic. For Teacher’s Use The polar bear shows several adaptations to its habitat, including: • white fur • small ears. (a) Explain how each of these adaptations helps the polar bear to survive. white fur .......................................................................................................................... .......................................................................................................................................... small ears ....................................................................................................................... .......................................................................................................................................... [2] (b) The diagram shows one of the food chains in the Arctic food web. phytoplankton zooplankton Arctic cod ringed seal polar bear The population of each organism decreases in numbers along this food chain. Explain why. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[1] (c) The polar bear feeds on other animals as well as ringed seals. Suggest how this helps the polar bear to survive. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[1] © UCLES 2014 S/S9/01 11 9 Look at the circuit diagram. For Teacher’s Use A1 L1 A2 L2 A3 (a) Tick (9) the box next to the correct relationship for the current readings of ammeters A1, A2 and A3. A1 = A2 = A3 A1 + A2 = A3 A1 = A2 + A3 A1 = A2 – A3 [1] (b) Write down two changes that could be made to the circuit which would increase the current reading on ammeter A3. 1 ....................................................................................................................................... 2 ....................................................................................................................................... [2] © UCLES 2014 S/S9/01 [Turn over 12 10 In the 17th Century a scientist called Von Helmont investigated plant growth. For Teacher’s Use He planted a tree in a pot full of soil. He recorded the mass of the tree and the dry mass of the soil at the start of the investigation. He watered the tree for five years and then recorded the mass of the tree and the dry mass of the soil again. start of investigation tree mass = 25 kg soil dry mass = 140 kg after 5 years tree mass = 100 kg soil dry mass = 139 kg (a) Calculate the increase in mass of the tree. Show your working. answer …………….. kg [2] (b) Some people believed that plants grew by only taking minerals from the soil. Von Helmont said his results proved that the tree could not have grown by only taking minerals from the soil. Explain why he concluded this. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2014 S/S9/01 13 (c) We now know that plants use photosynthesis to grow. For Teacher’s Use Complete the word equation for photosynthesis. + + [2] 11 The diagram shows an outline of part of the periodic table. 1 2 3 4 5 6 7 0 1 2 3 4 5 6 7 (a) Name the shaded part of this periodic table. ......................................................................................................................................[1] (b) Answer the rest of this question on the diagram. (i) Shade group 7 of this periodic table. [1] (ii) Put a letter X in the space occupied by a noble gas. [1] (iii) Put a letter Z in the space occupied by the element with six protons. [1] © UCLES 2014 S/S9/01 14 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 2014 S/S9/01 Cambridge Secondary 1 Progression Test Question paper 45 minutes *7557451491* Science Paper 2 For Teacher's Use Page 1 Stage 9 2 3 4 Name ………………………………………………….………………………. 5 6 Additional materials: Ruler Calculator 7 READ THESE INSTRUCTIONS FIRST 9 8 10 Answer all questions in the spaces provided on the question paper. You should show all your working on the question paper. The number of marks is given in brackets [ ] at the end of each question or part question. The total number of marks for this paper is 50. 11 12 13 14 15 16 17 18 Total DC (SJF/SW) 93624/3RP © UCLES 2014 Mark 2 1 Complete the sentences. For Teacher’s Use Use words from the list. carbon dioxide growth nitrate nitrogen oxygen photosynthesis respiration sunlight (a) Plants take in .................................................... from the air to make glucose. This process uses energy from .................................................... and is called .................................................... . [3] (b) Plants also take in substances like .................................................... through the roots which they can use for .................................................... . © UCLES 2014 S/S9/02 [1] 3 2 Rutherford was a scientist who studied the structure of the atom. For Teacher’s Use He made observations from experiments and drew conclusions. Draw lines between each observation and the conclusion made from it. observation conclusion Electrons are negatively charged and have a smaller mass than the alpha particle. Most alpha particles go straight through metal foil. The nucleus takes up very little space in the atom. Some alpha particles are deflected back from metal foil. The nucleus is positively charged and has a greater mass than the alpha particle. [2] © UCLES 2014 S/S9/02 [Turn over 4 3 The table shows some information about the elements in Group 7 of the Periodic Table. element chemical symbol formula of molecule melting point in °C speed of reaction with iron fluorine F F2 –220 very fast chlorine Cl Cl2 –102 fast bromine Br Br2 –7 iodine I I2 astatine At For Teacher’s Use very slow no reaction Use the information to predict: (a) the formula of a molecule of astatine ………………………………………… . [1] (b) the melting point of iodine …………………..°C. [1] (c) the speed of reaction of bromine with iron ………………………………………… . [1] © UCLES 2014 S/S9/02 5 4 Fungi are microorganisms which decompose dead plant material in soil. For Teacher’s Use (a) Name one other type of microorganism which is a decomposer. ......................................................................................................................................[1] (b) Decomposers like fungi contribute to the growth of new plants. Explain how. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] (c) After heavy rain, soil can become flooded. If soil remains flooded for a long time, then the new plants will not grow. Suggest a reason for this. .......................................................................................................................................... ......................................................................................................................................[1] © UCLES 2014 S/S9/02 [Turn over 6 5 This question is about density. (a) Write down the formula to work out the density of an object using its mass and volume. ......................................................................................................................................[1] (b) Maria wants to work out the density of this small piece of rock. 3 cm Describe an experiment she could do to find the volume of this piece of rock. A labelled diagram may help your answer. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[3] © UCLES 2014 S/S9/02 For Teacher’s Use 7 (c) This piece of rock had broken off a much larger rock. Maria thinks that the density of the larger rock will be the same as the density of her piece. For Teacher’s Use Is she correct? Circle your answer. yes no Explain your answer. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2014 S/S9/02 [Turn over 8 6 Changes can be exothermic or endothermic. For Teacher’s Use (a) What is meant by the word exothermic? ......................................................................................................................................[1] (b) The table shows some changes. Put a tick (9) in the correct column to show whether the change is exothermic or endothermic. change exothermic endothermic burning fuel for cooking food firework exploding with light and sound water freezing to form ice underground rock melting to form magma [2] (c) Mike tests four solids A, B, C and D. He adds each solid to 10 cm3 of water. He measures the temperature of the water at the start. He then stirs the mixture and measures the temperature of the water again. Here is his results table. solid temperature at start in °C temperature at end in °C A 10 18 B 10 10 C 5 5 D 10 7 Circle the solid which gives the endothermic change. A B C D [1] © UCLES 2014 S/S9/02 9 7 The Van de Graaff generator can be used to produce static electricity. For Teacher’s Use The metal top of the Van de Graaff generator is not charged. It becomes positively charged when the Van de Graaff generator is switched on. + + + + + + + round metal top insulating stand (a) What happens to the charged particles in the metal top when the Van de Graaff generator is turned on and the top starts to become positive? Tick (9) the correct box. electrons move off the metal protons move onto the metal electrons move off and protons move on [1] © UCLES 2014 S/S9/02 [Turn over 10 (b) Ruben brings a small plastic ball with a negative charge close to the top of the Van de Graaff generator. The ball is hanging on a string. + + + + E + + string ball + – – – – F H G Circle the arrow which shows the direction of the electrostatic force on the ball. E F G H [1] (c) When a Van de Graaff generator is earthed, it is not charged. The metal top of the Van de Graaff generator should be earthed immediately after use. Suggest why. .......................................................................................................................................... ......................................................................................................................................[1] © UCLES 2014 S/S9/02 For Teacher’s Use 11 8 Aristotle was a scientist who lived about 2300 years ago. For Teacher’s Use He proposed a classification system for living things. • All living things were split into two groups: plant or animal. • Animals were split into three types: walking, flying or swimming. We now know that this classification system does not work. (a) Suggest one reason why Aristotle’s classification of animals does not work. .......................................................................................................................................... ......................................................................................................................................[1] (b) Today scientists know organisms like fungi are not animal or plants. Fungi are classified into a third group. Would Aristotle have classified fungi as plant or as animal? Explain your answer. Aristotle’s classification ……………………. Explanation ...................................................................................................................... ......................................................................................................................................[1] © UCLES 2014 S/S9/02 [Turn over 12 (c) Charles Darwin lived about 150 years ago. For Teacher’s Use He suggested that: • living things could gradually change over many generations • these changes allowed them to adapt better to their environments • evolution is a gradual change that continues progressively. The diagram shows how horses have changed over the last 50 million years. date in millions of years ago 50 35 25 2 height in cm 40 55 100 175 number of rib bones 36 30 38 36 (i) Describe where scientists found this evidence about evolution of horses. ..............................................................................................................................[1] (ii) Use the information from the diagram to give one piece of evidence: that supports evolution. .......................................................................................... .................................................................................................................................. that does not support evolution. ............................................................................. ..............................................................................................................................[2] © UCLES 2014 S/S9/02 13 9 This question is about pressure. For Teacher’s Use The formula for pressure is: force pressure = area (a) Kavita has a new wood floor in her house. Wood is a soft material. She decides which shoes to wear, A or B. A B Which shoes will cause less damage to her floor? ........................ Explain your choice. .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[2] © UCLES 2014 S/S9/02 [Turn over 14 (b) Calculate the pressure on the ground from an elephant. The weight of the elephant is 40 000 N. The area of its feet in contact with the ground is 0.25 m2. Show your working and give the unit. pressure = ................... ....... unit ........... .......... [3] © UCLES 2014 S/S9/02 For Teacher’s Use 15 10 Peter is a mountain climber. For Teacher’s Use Peter records the types of plants growing on one of his climbs. Here are his results. height above sea level in m types of plants growing 0 – 700 broad leaved trees, grasses, large and small flowering plants, cacti, sugar cane 700 – 2000 pine trees, grasses, large and small flowering plants, coffee plants 2000 – 3000 grasses, small flowering plants 3000 – 4000 grasses 4000 – 5000 no plants (a) (i) There are no tall trees growing at a height above 2000 m. Suggest why. .................................................................................................................................. ..............................................................................................................................[1] (ii) There are no plants growing at a height above 4000 m. Suggest why. .................................................................................................................................. ..............................................................................................................................[1] (b) Some scientists think that changes in the Earth’s atmosphere will allow crops like sugar cane to be grown at heights above 700 m. Explain why. .......................................................................................................................................... ......................................................................................................................................[1] © UCLES 2014 S/S9/02 [Turn over 16 11 Andrew investigates how the voltage of a cell affects the current in a circuit. For Teacher’s Use He decides to use a simple series circuit with a lamp. He does five experiments, each time using a cell with a different voltage. The diagram shows part of the circuit with one of the cells. (a) Complete the circuit diagram to include the two components that he must use. [2] (b) Andrew decides to use cells of 1, 2, 3, 4 and 5 V. He does preliminary work to check that the 1 V cell gives a current large enough for him to measure. What should he check for the 5 V cell? .......................................................................................................................................... ......................................................................................................................................[1] © UCLES 2014 S/S9/02 17 (c) Andrew uses four of the cells. For Teacher’s Use He takes repeat readings for each, and works out the average current for each cell. Here are his results. voltage of cell in V average current in A 1 0.6 2 1.1 3 1.8 4 5 (i) 3.1 Plot the results on the grid. 4.0 3.0 average current 2.0 in A 1.0 0 0 1 2 3 voltage of cell in V 4 5 [2] (ii) Complete the graph by drawing the best fit straight line. [1] (d) Use your graph to predict the average current for the 4 V cell. You must show on your graph how you got your answer. average current for 4 V cell = ……………… A © UCLES 2014 S/S9/02 [1] [Turn over 18 12 Aluminium reacts with iron oxide to form aluminium oxide and iron. This reaction gives out heat. For Teacher’s Use (a) What type of reaction is this? Circle the correct answer. neutralisation endothermic displacement evaporation [1] (b) Zinc reacts with copper sulfate solution. (i) Complete the word equation. zinc + copper sulfate ……………………………………………. [2] (ii) Copper does not react with zinc sulfate solution. Explain why. .................................................................................................................................. ..............................................................................................................................[1] 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. 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 2014 S/S9/02 Cambridge Secondary 1 Progression Test Mark scheme Science Stage 9 DC (SJF/SW) 93623/3RP © UCLES 2014 2 This table gives general guidelines on marking answers involving units of length. For questions involving other quantities, correct units are given in the answers. The table shows acceptable and unacceptable versions of the answer 1.85 m. Correct answer Do not accept Correct conversions provided the unit is stated, e.g. 1 m 85 cm 185 cm 1850 mm 0.00185 km 1.85 .......1.85.......m Correct conversions, provided the unit is stated unambiguously, e.g. .....185 cm ..... m .......185.......m .......1850.......m etc 1.85 m 1.85 1 m 85 cm 185; 1850 Units are not given on answer line and the question does not specify a unit 1.85 m If the unit is given on the answer line, e.g. ............................m If the question states the unit that the answer should be given in. e.g. “Give your answer in metres” © UCLES 2014 Also accept 185 m Any conversions to other units. S/S9/MS 3 Stage 9 Paper 1 Mark Scheme Question 1 Part Mark Answer Further Information (a) 1 11 / eleven (b) 2 11 electrons drawn Accept 11 identical particles drawn anywhere outside the nucleus but not outside outer shell particles could be dots, crosses or letter “e” electrons correctly arranged on shells 2 on inner shell 8 on middle shell 1 on outer shell accept electrons drawn anywhere on the shells second mark is dependent on the first (c) 2 Any two from: produces hydrogen / gas / fizzes Accept produces a red flame produces an alkaline solution / lithium hydroxide / alkali Accept melts reaction slower than with sodium floats / moves (on the surface) Total © UCLES 2014 5 S/S9/MS [Turn over 4 Question 2 Part Mark (a) 3 Answer Further Information choose horses that are fast Accept other valid traits e.g. long legs, strong heart Accept choose horses with desired traits breed / mate / cross them this marking point must be in context of choosing parents idea that these processes are repeated over generations (b) 2 characteristic inherited only acquired only length of tail © UCLES 2014 one or two correct rows = 1 mark 9 two ticks in same row = incorrect 9 9 strength of muscles Total inherited and acquired 9 scars on skin eye colour three correct rows = 2 marks how it is developed 5 S/S9/MS 5 Question 3 Part Mark (a) 2 Answer Further Information clockwise moment(s) equal to anticlockwise moment(s) this idea clearly described = 1 mark clockwise moment(s) equal to anticlockwise moment(s) for a system to be balanced this idea = 2 marks Accept in equilibrium for balanced Ignore reference to forces (b)(i) 2 15 (N m) Accept correct answer with no working for 2 marks correct working but no answer or wrong answer = 1 mark 50 × 0.3 (b)(ii) 2 the force or push can be exerted further from the pivot (so) increasing the moment (with the same force) Total © UCLES 2014 Accept idea that the distance between the pivot or nut or bolt and the force will be greater Accept worked example for 2 marks, e.g. 50 multiplied by a number bigger than 0.3 and the correct result (units not required) 6 S/S9/MS [Turn over 6 Question 4 Part Mark (a) 1 Answer calcium carbonate + hydrochloric acid calcium chloride + carbon dioxide + water Further Information Accept reactants in any order and products in any order Accept = in place of Accept correct use of symbols CaCO3, HCl, CaCl2, CO2 and H2O (b) 2 volume of gas collected time taken to collect gas (c) 2 Accept examples such as time to collect 25 cm3 of gas / volume of gas collected in 10 seconds for 2 marks if both quantities are referred to on one answer line Any two from: same mass of calcium carbonate Accept same amount / keep mass 1 g of calcium carbonate same volume of acid Accept still use 25 cm3 acid / same amount of acid same surface area of calcium carbonate Accept same size pieces of calcium carbonate same temperature collect same volume of gas / collect gas for same time Total © UCLES 2014 5 S/S9/MS Accept either statement but if both given on separate answer lines then award 1 mark 7 Question 5 Part Mark (a) 2 Answer Further Information Any two from: insects visit flowers / attracted to flowers Accept insects feed on nectar Accept named body part pollen sticks to insects insects transfer pollen to other flowers / Accept insects transfer pollen between plants / flowers for pollination 2 marks (b)(i) 1 float on water / stick to (fur or feathers of) animals / eaten (in fruit) by animals / buried by animals / explosive release (b)(ii) 1 Any one from: plants can grow in more places offspring not competing with parents (for minerals / water / light) Total 4 Question 6 Part Mark (a) 2 Answer particles (in gas) collide with walls Accept any correct description of one method Accept idea that the species can spread out Accept idea of reduced competition between members of same species Further Information Accept molecules / atoms for particles Accept collide with tyre or surface (b) 2 (the collisions) cause a force Accept bounce off for collide increase no mark no mark for increase but each mark for explanation dependent on it Any two from: particles moving faster / have more energy no marks if state pressure decreases more frequent collisions (with tyre surface or wall) Ignore reference to change on outside of tyre causes greater force Total © UCLES 2014 4 S/S9/MS [Turn over 8 Question 7 Part Mark Answer 2 particles with greatest energy escape = 1 mark lowering the (average) energy of the liquid / particles left = 1 mark (a) Further Information Accept molecules instead of particles Accept particles overcome force of attraction = 1 mark which absorbs energy = 1 mark Do not accept warmer particles / cooler particles / particles changing state OR water changes from liquid to a gas = 1 mark which absorbs energy = 1 mark (b) 2 Any two from: particles on inside or warmer side vibrate more vibrating particles collide with neighbouring ones idea of vibrations transferred through the solid Total © UCLES 2014 4 S/S9/MS 9 Question 8 Part Mark (a) 2 Answer white fur: camouflage to help catch prey Further Information Accept idea that white fur blends in with the snow and helps in hunting Ignore camouflage unqualified ignore answers referring to fur generally small ears reduce surface area (to volume ratio) to reduce heat loss Ignore reference to hearing (b) 1 energy is lost along the food chain / not enough energy to sustain as many of them / less energy available Accept less food available (c) 1 less affected by changes in seal population / can obtain more energy Accept can get more food Total 4 Question 9 Part Mark (a) Answer Further Information more than one box ticked = 0 marks 1 A 1 = A2 = A3 A 1 + A2 = A 3 A 1 = A2 + A3 9 A1 = A2 – A3 (b) 2 answers can be in either order use a (battery / cell / power supply of) higher voltage replace lamp L2 with a smaller resistance lamp Accept the idea that the resistance of any component replacing L2 must be lower Ignore references to ammeters / wires / L1 / power / removing L2 Total © UCLES 2014 3 S/S9/MS [Turn over 10 Question 10 Part Mark (a) 2 Answer 75 (kg) Accept correct answer with no working for 2 marks correct working but no answer or wrong answer = 1 mark 100 – 25 (b) 2 Further Information correct use of data to show that mass increase of tree is greater than mass decrease of soil = 2 marks Ignore reference to water mass increase of tree greater than mass decrease of soil / calculates the mass decrease of the soil (c) 2 reactants correct carbon dioxide / CO2 and water / H2O in either order on left of arrow products correct glucose / C6H12O6 and oxygen / O2 in either order to right of arrow Ignore anything written on arrow if symbol equation written it does not need to balance Total 6 Question 11 Part Mark Answer (a) 1 period 3 (b)(i) 1 column 7 shaded Further Information Ignore shading that slightly overlaps into adjacent columns Accept no additional shading in 3rd box down (b)(ii) 1 X in any box of column 0 (b)(iii) 1 Z in top box of column 4 Total 4 © UCLES 2014 S/S9/MS 11 Stage 9 Paper 2 Mark Scheme Question 1 Part Mark Answer Further Information 3 Plants take in carbon dioxide from the air to make glucose. 1 mark for each correct answer (a) This process uses energy from sunlight and is called photosynthesis (b) both answers needed for 1 mark 1 Plants also take in substances like nitrate through the roots which they can use for growth Total 4 Question 2 Part Mark 2 Accept Plants also take in substances like oxygen through the roots which they can use for respiration Answer observation Further Information conclusion Electrons are negatively charged and have a smaller mass than the alpha particle. Most alpha particles go straight through metal foil. The nucleus takes up very little space in the atom. two correct lines = 2 marks one correct line = 1 mark two lines come from one observation = incorrect Some alpha particles are deflected back from metal foil. The nucleus is positively charged and has a greater mass than the alpha particle. Total © UCLES 2014 2 S/S9/MS [Turn over 12 Question 3 Part Mark Answer Further Information (a) 1 At2 if answer line blank look in table for answer (b) 1 80 – 150 (ºC) if answer line blank look in table for answer Accept any value or range of values between 80 and 150 (c) 1 idea that reaction is slower than chlorine if answer line blank look in table but faster than iodine (e.g. slow) for answer Accept less quickly than chlorine Total 3 Question 4 Part Mark Answer (a) 1 bacteria (b) 2 release minerals or nutrients into soil Further Information Accept named mineral e.g. nitrate / phosphate Ignore nitrogen / phosphorus (c) 1 (these minerals or nutrients) are taken up by new plants Accept used by new plants to grow not enough oxygen in soil / decomposers die / roots cannot respire / no more minerals produced Accept no oxygen in soil Accept microorganisms / bacteria / fungi instead of decomposers accept nutrients for minerals Total © UCLES 2014 4 S/S9/MS 13 Question 5 Part Mark (a) 1 Answer density = mass / volume Further Information Accept d = m / v Accept lower or upper case letters Accept correct rearrangements e.g. mass = density × volume OR m = dv OR volume = mass / density (b) 3 put rock (completely) into water Accept marks from labelled diagram or written response use of measuring cylinder to measure volume of water either measure rise in water level if rock put in measuring cylinder containing water OR measure volume of water displaced if rock put in eureka can or displacement can (c) 2 if yes contains the same material density depends on type of material / does not depend on size no mark for yes or no but explanation (2 points) must match If both yes and no circled then accept one reason for yes and one reason for no = 2 marks if no rock may be uneven composition different densities of material within it Total © UCLES 2014 6 S/S9/MS [Turn over 14 Question 6 Part Mark (a) 1 (b) 2 Answer Further Information gives out heat / gives out energy 1 Total 4 Question 7 Part Mark (a) all four correct = 2 marks burning fuel 9 firework 9 two or three correct = 1 mark water freezing 9 one correct = 0 marks rock melting (c) Accept the surroundings get warmer 9 if ticks in both columns answer is incorrect D more than one letter circled = 0 marks Answer Further Information 1 electrons move off the metal 9 additional ticks = 0 marks protons move onto the metal electrons move off and protons move on (b) 1 H more than one letter circled = 0 marks (c) 1 to prevent accidental discharge / (electric) shock / sparks / fire risk Accept to make it safe Total 3 © UCLES 2014 S/S9/MS 15 Question 8 Part Mark Answer Further Information (a) 1 some animals fit into more than one group / some animals can walk and swim / swim and fly / walk swim and fly / some animals cannot walk swim or fly Accept correct named examples with description e.g. a duck can walk, swim and fly (b) 1 plant cannot walk, swim or fly (c)(i) 1 idea that it comes from fossils (c)(ii) 2 evidence that supports they get (gradually) bigger / taller evidence that does not support the number of ribs goes up and down (over time) Total 5 Question 9 Part Mark (a) 2 Answer Further Information A no mark for A but if B given then question total = 0 Any two from: Accept reverse argument in explanation if refer to B greater area (in contact with floor) weight or force is more spread out less pressure (exerted on floor) (b) 3 40 000 / 0.25 Accept 1.6 × 105 160 000 Accept correct answer with no working for 2 marks correct working but no answer or wrong answer = 1 mark N / m2 Total © UCLES 2014 Accept N m–2 or Pa or Pascals 5 S/S9/MS [Turn over 16 Question 10 Part Mark Answer (a)(i) 1 too windy / soil not deep enough to support them / not enough minerals or nutrients in soil (a)(ii) 1 (always) too cold / no rain / water frozen / no soil / not enough minerals or nutrients in soil / not enough oxygen / not enough carbon dioxide (b) 1 global warming / (average) temperatures are rising / earth is warming up / increase in carbon dioxide Total 3 Question 11 Part Mark (a) Answer 2 Further Information Ignore climate change without qualification Further Information 1 mark each component A must be in series Do not accept lines drawn into / through components or gaps in circuit to 1mm tolerance (b) 1 that the current is not too large / off the scale (of his ammeter) / will not cause the lamp to fail / will not cause overheating Ignore safety / electric shock (c)(i) 2 4 points correct = 2 marks points plotted to within ± ½ small square 2 or 3 points correct = 1 mark (c)(ii) 1 best fit straight line drawn through their points Accept best fit line through incorrectly plotted points (d) 1 in range 2.3 – 2.5 (A) Accept value derived from incorrect line Total 7 © UCLES 2014 S/S9/MS 17 Question 12 Part Mark Answer Further Information (a) 1 displacement (b)(i) 2 one mark each product Accept products in either order zinc+copper sulfate Æ zinc sulfate copper Accept Cu instead of copper and ZnSO4 instead of zinc sulfate copper is less reactive than zinc / copper is below zinc in the reactivity series Accept reverse argument (b)(ii) Total © UCLES 2014 1 4 S/S9/MS answer must be comparative e.g. copper is not reactive or copper is near the bottom of the reactivity series is insufficient 18 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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 2014 S/S9/MS 1 For Teacher's Use 45 minutes Science Paper 1 For Teacher's Use Page 1 Stage 9 2 3 Name ………………………………………………….………………………. 4 5 6 Additional materials: Ruler 7 READ THESE INSTRUCTIONS FIRST Answer all questions in the spaces provided on the question paper. 8 9 You should show all your working on the question paper. 10 The number of marks is given in brackets [ ] at the end of each question or part question. 11 The total number of marks for this paper is 50. 13 12 14 15 16 17 18 Total V1 © UCLES 2011 P110/01/A/M/11 Mark 2 1 The table shows information about four elements. For Teacher's Use These four elements are in the same group in the Periodic Table. They are in the same order as they are found in the Periodic Table. element melting point in °C boiling point in °C state at room temperature -188 gas fluorine chlorine -102 bromine -7 iodine 114 size of atom (comparison) -34 liquid 184 solid (a) There is a trend in the melting and boiling points of these elements. Use this trend to predict: the melting point of fluorine °C [1] (ii) the boiling point of bromine °C [1] (i) (b) (i) Room temperature is about 20°C. Predict the state of chlorine at room temperature. [1] (ii) Look at these numbers. 133 99 114 64 The numbers represent the size of the atoms. The larger the number, the larger the atom. Use these four numbers to complete the size of atom (comparison) column in the table. [1] © UCLES 2011 P110/01/A/M/11 3 (c) Fluorine has two electron shells. It has the electronic structure of 2.7 For Teacher's Use This can be shown on a drawing: Chlorine has the electronic structure 2.8.7 Draw the electronic structure of chlorine in this box. [3] © UCLES 2011 P110/01/A/M/11 [Turn over 4 2 Azim knows that pressure is related to force and area. He pushes a wooden block into some modelling clay modelling clay wooden block dent He decides to investigate how force and area affect pressure. The pictures show the apparatus he uses. wooden blocks with different areas different masses ruler © UCLES 2011 P110/01/A/M/11 modelling clay For Teacher's Use 5 (a) (i) Write an outline plan for his investigation. For Teacher's Use [2] (ii) What measurements does he need to take? [1] (iii) Azim repeats all of his measurements. Why does he do this? [1] (b) Draw a results table for Azim’s investigation. [2] © UCLES 2011 P110/01/A/M/11 [Turn over 6 3 Burning fuel releases heat into the surroundings. For Teacher's Use Burning fuel is a chemical reaction. (a) What is the name of this type of chemical reaction? Underline the answer from the list of words. conduction convection endothermic exothermic [1] © UCLES 2011 P110/01/A/M/11 7 For Teacher's Use (b) Nina investigates three different fuels. She uses this apparatus. thermometer calorimeter water spirit burner She burns 1g of fuel each time. fuel starting temperature in °C final temperature in °C temperature change in °C paraffin 15 31 16 ethanol 15 33 propanol 20 21 (i) Complete the table with her results. [1] (ii) Which fuel released the most heat energy to the surroundings? Explain why. [1] © UCLES 2011 P110/01/A/M/11 [Turn over 8 4 Hummingbirds feed on cactus flowers. For Teacher's Use hummingbird cactus plant (a) Cactus plants live in very dry areas. They have special adaptations to this habitat. Describe two of these adaptations and explain how they help the cactus plant to survive. Adaptation 1 How it helps Adaptation 2 How it helps [2] (b) Hummingbirds are adapted to feed on cactus flowers. Describe one adaptation and explain how it helps the hummingbird to feed. Adaptation How it helps © UCLES 2011 [1] P110/01/A/M/11 9 5 Sunita uses a spanner to turn a nut. For Teacher's Use direction of turn spanner pivot (nut) (a) The point X is 10 cm from the pivot (nut). She holds the spanner at point X. She uses a force of 80 N. Calculate the size of the moment. Underline the correct answer. 8 Ncm 10 Ncm 70 Ncm 800 Ncm [1] (b) Sunita holds the spanner at position X. She finds it very difficult to turn the nut. Suggest one thing she could do to make it easier to turn the nut. [1] (c) Write the name of another piece of equipment that uses moments. [1] © UCLES 2011 P110/01/A/M/11 [Turn over 10 6 Ernest Rutherford helped to develop a model of the atom. For Teacher's Use (a) Label the diagram of a helium atom using these words. electron nucleus neutron proton ………………..… ………………..… X X ………………..… ………………..… [2] (b) Ernest Rutherford fired very small particles at a thin gold foil. The diagram shows the path of the particles. gold foil Most of the particles pass straight through the gold foil. Other particles are scattered when they hit part of the gold atom. What part of the gold atom causes the small particles to scatter? [1] © UCLES 2011 P110/01/A/M/11 11 7 For Teacher's Use Photosynthesis takes place in green leaves. water oxygen glucose carbon dioxide (a) Complete the word equation for photosynthesis. Use the information in the diagram to help you. + + [2] (b) Which of these statements are correct? Tick () the boxes next to the two correct statements. All plant cells carry out photosynthesis. All animal cells carry out photosynthesis. Photosynthesis is carried out by producers. Photosynthesis takes place in chloroplasts. Photosynthesis is the same as respiration. [2] © UCLES 2011 P110/01/A/M/11 [Turn over 12 (c) Tomas knows light is needed for photosynthesis. He wants to find out what happens to photosynthesis in different coloured light. For Teacher's Use He uses this equipment. blue light green light red light pond weed Bubbles of gas are produced during photosynthesis. Tomas counts the number of bubbles produced in a minute. Here are his results. colour of light number of bubbles of gas in a minute blue 95 red 70 green 10 (i) How could Tomas make his results more reliable? [1] © UCLES 2011 P110/01/A/M/11 13 (ii) Draw a bar chart to show Tomas’ results. For Teacher's Use Remember to add labels. [2] (iii) What conclusion can you make from his results? [1] (iv) Use your knowledge about the colour of leaves to explain his results. [1] © UCLES 2011 P110/01/A/M/11 [Turn over 14 8 This is a piece of laundry equipment for taking creases out of clothes. For Teacher's Use container of water heating element hot metal plate (a) The metal plate is heated using the heating element. The heating element touches the metal plate. (i) How is the thermal (heat) energy transferred to the metal plate? Underline the answer from the list of words. condensation conduction convection evaporation radiation [1] (ii) Explain how the particles in the element transfer this thermal (heat) energy to the metal plate. [1] (b) The water in the bottom of the container becomes warm. This happens because of a thermal (heat) transfer process. Name this process. [1] © UCLES 2011 P110/01/A/M/11 15 9 This question is about the Periodic Table. For Teacher's Use (a) (i) Shade a period on the Periodic Table. H He Li Be B C N O F Ne Na Mg Al Si P S Cl Ar K Ca [1] (ii) Write the chemical symbol for a metal element from the table. [1] (b) (i) Shade the elements in Group I on the Periodic Table below. H He Li Be B C N O F Ne Na Mg Al Si P S Cl Ar K Ca [1] (ii) The melting point decreases from the top to the bottom of the group. Describe one other trend that changes from the top to the bottom of the group. [1] © UCLES 2011 P110/01/A/M/11 [Turn over 16 10 (a) Sexual reproduction in flowering plants involves several stages. For Teacher's Use A seed dispersal B fertilisation C pollination D seed formation Put the stages in the correct order. The first one has been done for you. C [1] (b) Seeds can be dispersed in many different ways. Why is it important for seeds to be dispersed? [1] © UCLES 2011 P110/01/A/M/11 17 (c) Here are some pictures of different seeds. For Teacher's Use dandelion seeds maple seeds date seeds sandbur seeds coconut seeds lotus seeds NOT TO SCALE (i) The coconut and lotus seeds are dispersed by floating on water. This is because they are light and filled with air. Complete the sentences. Dandelion and maple seeds are dispersed by . This is because they are . [2] (ii) The date and sandbur seeds are dispersed by animals. For both seeds, suggest how this happens. 1. Date seeds 2. Sandbur seeds [2] © UCLES 2011 P110/01/A/M/11 [Turn over 18 For Teacher's Use 11 Erik has a solid cube of aluminium. He knows that its mass is between 10 g and 20 g. (a) Circle the best method for measuring mass and circle the best method for measuring volume. method for measuring mass method for measuring volume • Use scales with a range of 0–100 g • Put the cube into an empty measuring cylinder. • Use scales with a range of 0–1000 g • Measure the length of the cube with a ruler. • Use scales with a range of 0–10 kg • Find the volume of the container the cube is in. [1] (b) Erik records the results for this cube of aluminium. mass = 13.5 g volume = 5.0 cm3 Calculate the density. Remember to write the unit for density. density = unit [2] 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 2011 P110/01/A/M/11 1 For Teacher's Use 45 minutes Science Paper 2 For Teacher's Use Page Mark 1 Stage 9 2 3 4 Name ………………………………………………….………………………. 5 6 7 Additional materials: Ruler 8 READ THESE INSTRUCTIONS FIRST 9 Answer all questions in the spaces provided on the question paper. 10 You should show all your working on the question paper. 11 The number of marks is given in brackets [ ] at the end of each question or part question. 12 13 14 The total number of marks for this paper is 50. 15 16 17 18 19 20 Total V1 © UCLES 2011 P110/02/A/M/11 [Turn over 2 1 The diagram shows part of a food web in a pond. For Teacher's Use pike water beetle water boatman tadpole green algae water flea pond weeds (a) Complete these sentences using the food web. An example of a predator is . Its prey is the © UCLES 2011 . P110/02/A/M/11 [2] 3 (b) (i) Complete this food chain. For Teacher's Use water flea [1] (ii) In the box under the food chain, draw an arrow to show the direction of energy flow. [1] (c) (i) The number of green algae and pond weeds increase. What will happen to the number of tadpoles and water fleas? Explain why this happens. [2] (ii) Alfonso adds more pike to the pond. Predict one effect this may have. [1] (d) Decomposers are important in food webs. What do decomposers do? [1] © UCLES 2011 P110/02/A/M/11 [Turn over 4 2 Sami investigates this parallel circuit. For Teacher's Use position 5 position 4 lamp 4 position 3 lamp 3 position 2 lamp 2 position 1 lamp 1 A ammeter He uses one ammeter and places it in position 1. He takes the reading and records it in the table. He then places the ammeter in Position 2. He takes the reading and records it in the table. He repeats this process again for Position 3, and then Position 4. Sami predicts that the readings on the ammeter in Positions 1, 2, 3 and 4 will be all the same. These are Sami’s results. position of ammeter current in amps 1 0.10 2 0.15 3 0.10 4 0.10 5 © UCLES 2011 P110/02/A/M/11 5 (a) Suggest why one reading was different. [1] For Teacher's Use (b) Use the results in the table to predict the current in position 5. amps [1] amps [1] (c) Sami removes lamp 1 from the circuit. Predict the current in position 5 now. © UCLES 2011 P110/02/A/M/11 [Turn over 6 3 Kylie investigates the importance of the elements contained in mineral salts for plants. For Teacher's Use Here are her results. all mineral salts all mineral salts without nitrogen all mineral salts without phosphorus all mineral salts without magnesium healthy and fully grown small plant weak shoots and roots yellow leaves (a) The first plant in the table was given all the mineral salts. Why did Kylie include a plant that was given all the mineral salts in her investigation? [1] (b) Kylie records her results by drawing a picture of each plant. What one measurement could she take to improve her results? [1] © UCLES 2011 P110/02/A/M/11 7 (c) Interpret the results for the following three plants. (i) For Teacher's Use The plant given all the mineral salts without nitrogen looks because nitrogen is needed for . [1] . [1] . [1] (ii) The plant given all the mineral salts without phosphorus is because phosphorous is needed for (iii) The plant given all the mineral salts without magnesium is because magnesium is needed for © UCLES 2011 P110/02/A/M/11 [Turn over 8 4 (a) Two balloons are rubbed with a dry cloth. For Teacher's Use They are then hung next to each other. Here are some statements about the two balloons. Tick () one box for each statement to show whether it is true or false. statement true false The balloons have different charges and so repel each other. The balloons have a neutral charge so repel each other. The balloons have the same charge so repel each other. The balloons have the same charge so attract each other. The balloons have a neutral charge so attract each other. [2] © UCLES 2011 P110/02/A/M/11 9 (b) Electrostatics can be useful. For Teacher's Use The picture shows a person dusting. dust duster (i) Use your knowledge of electrostatics to complete these sentences. Use these words. attracted charged positive The duster is negative repelled opposite the same . The dust has charge so it is to the duster. [2] (ii) Electrostatics can be a problem. Give one example. [1] © UCLES 2011 P110/02/A/M/11 [Turn over 10 5 Different metals are added to water. For Teacher's Use Some of these metals are added to acid. Here are the results. metal zinc observation with water observation with acid bubbles of gas and metal slowly react no reaction potassium it floats and then a flame is seen calcium bubbles of gas reacts quickly producing many bubbles of gas platinum no reaction no reaction nickel no reaction a few bubbles of gas when the acid is warmed — (a) Write the five metals in order of reactivity. Start with the most reactive metal at the top. most reactive least reactive [1] (b) Name another metal that reacts in a similar way to potassium. [1] (c) Why is there no result shown in the table for potassium being added to acid? [1] © UCLES 2011 P110/02/A/M/11 11 6 For Teacher's Use (a) Anneka puts a piece of magnesium in a solution of copper sulfate. copper sulfate solution magnesium A reaction takes place. The word equation for the reaction is: magnesium + copper sulfate magnesium sulfate + copper Why is this reaction called a displacement reaction? [1] (b) Anneka puts a piece of magnesium in a solution of lead nitrate. A displacement reaction takes place. Write the word equation for this reaction. + + [2] (c) Anneka puts some copper in a solution of sodium chloride. There is no reaction. Give a reason. [1] © UCLES 2011 P110/02/A/M/11 [Turn over 12 7 Franco leaves a beaker of warm water in the laboratory for 20 minutes. For Teacher's Use He observes that the temperature of the water has decreased. (a) How does he measure this temperature change? [1] (b) (i) Some of the particles in the warm water have escaped from the surface of the water. Name this process. [1] © UCLES 2011 P110/02/A/M/11 13 For Teacher's Use (ii) The diagram shows the particles in and above the beaker of warm water. particles in water vapour particles in warm water Which of these statements help to explain why the warm water cools down? Tick () three boxes. The particles in warm water are gaining kinetic energy. The particles in warm water with the most kinetic energy escape. The particles in warm water with the least kinetic energy escape. The particles in warm water with less kinetic energy are left behind. The particles in warm water with more kinetic energy are left behind. The less kinetic energy the particles have, the cooler the water. [3] © UCLES 2011 P110/02/A/M/11 [Turn over 14 8 Here are two arachnids. For Teacher's Use 2 mm 120 μm Arachnid A Arachnid B This key can be used to identify seven arachnids. Identify the two arachnids shown in the diagram. 1 has a tail Go to 2 does not have a tail Go to 3 2 tail is long Alta tail bends Scorna 3 has pincers larger than body Go to 4 does not have pincers Go to 5 4 smaller than 2mm Piona larger than 2mm Lotta 5 small fat legs Go to 6 thin legs with bends in middle Coddil 6 body is two egg shapes Seema body is one egg shape Dorril Arachnid A is a Arachnid B is a © UCLES 2011 [2] P110/02/A/M/11 15 9 Davinder investigates the reaction between magnesium and hydrochloric acid. Magnesium chloride and hydrogen are made. For Teacher's Use (a) Write the word equation for this reaction. + + [1] (b) He uses this apparatus. volume scale movement as gas is produced gas syringe acid magnesium (i) What safety precaution does Davinder need to take? Explain your answer. [2] (ii) How could he make sure his results are reliable? [1] © UCLES 2011 P110/02/A/M/11 [Turn over 16 For Teacher's Use (c) The table shows his results. time in seconds total volume of gas in syringe in cm3 0 0 20 30 40 45 60 55 80 60 100 60 70 60 50 40 total volume of gas in syringe / cm³ 30 20 10 0 20 40 60 80 100 time / seconds (i) Finish plotting the graph using the results from the table. [1] (ii) Draw the line of best fit to complete the graph. [1] (iii) Use your graph to find out what time the reaction finishes. seconds © UCLES 2011 P110/02/A/M/11 [1] 17 (iv) Complete this sentence. The reaction is fastest between seconds and seconds. [1] For Teacher's Use (d) What could speed up the reaction between magnesium and hydrochloric acid? Tick () three boxes. Use a less concentrated hydrochloric acid. Add a catalyst. Use the same mass of magnesium but as a fine powder. Use the same mass of magnesium but as one large lump. Increase the temperature of the acid. Decrease the temperature of the acid. [2] © UCLES 2011 P110/02/A/M/11 [Turn over 18 10 This is a complete electrical circuit. For Teacher's Use lamp 1 lamp 2 (a) Add an ammeter to the circuit diagram to show how you would measure the current flowing through lamp 2. [1] (b) Add a voltmeter to the circuit diagram to show how you would measure the voltage across lamp 2. Look at the reading on the voltmeter. It is connected to the 0–4 V scale. The reading on this voltmeter is © UCLES 2011 V P110/02/A/M/11 [1] 19 (c) Here is the original circuit. For Teacher's Use lamp 1 lamp 2 Which two circuits could increase the brightness of lamp 2? circuit A circuit B lamp 2 lamp 2 circuit C circuit D lamp 2 lamp 2 lamp 2 circuit E circuit F lamp 2 The circuits that could increase the brightness of lamp 2 are and © UCLES 2011 [2] P110/02/A/M/11 [Turn over For Teacher's Use 11 Organisms inherit characteristics from their parents. The genetic material needed is found in cells. Which part of the cell carries this genetic information? Circle the correct answer. cell membrane cell wall cytoplasm nucleus [1] 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 2011 P110/02/A/M/11 1 Science Stage 9 V2 2 This table gives general guidelines on marking answers involving units of length. For questions involving other quantities, correct units are given in the answers. The table shows acceptable and unacceptable versions of the answer 1.85 m. Correct answer Also accept Do not accept Units are not given on answer line and the question does not specify a unit 1.85 m Correct conversions provided the unit is stated, e.g. 1 m 85 cm 185 cm 1850 mm 0.00185 km 1.85 If the unit is given on the answer line, e.g. ………………… m ……1.85…… m Correct conversions, provided the unit is stated unambiguously, e.g. ……185 cm…… m ……185…… m ……1850…… m etc. If the question states the unit that the answer should be given in, e.g. “Give your answer in metres” 1.85 m 1.85 1 m 85 cm 185; 1850 © UCLES 2011 185 m Any conversions to other units. P110/02/A/M/11 3 Stage 9 Paper 1 Mark Scheme Question 1 Part Mark (a) (i) (ii) (b) (i) Answer Further Information 1 any temperature below -102°C Accept ‘less than’ -102°C 1 any temperature between -33°C and 183°C Accept: between -33°C and 183°C. 1 gas 1 64 99 114 133 (ii) (c) x x 3 x x x x x x x x © UCLES 2011 x x x x x Total 1 mark for three electron shells 1 mark for eight x’s in second electron shell 1 mark for seven x’s in outer electron shell x x 7 P110/02/A/M/11 4 Question 2 Part Mark (a) (i) 2 Answer Further Information Put wooden block (and masses) on modelling clay and measure size of dent. both correct = 2 marks 1 mark each Repeat with different sized wooden blocks / different masses (ii) 1 (iii) 1 (b) area of block mass in grams / weight in Newtons depth of dent Accept: ‘size’ of block ‘number’ of masses / size of mass any 2 measurements = 1 mark reduce error / reliable Accept to check results. example of type of table: 1 mark for table with headings with suitable measurements 1 mark for correct units for headings given area of block in suitable unit e.g. cm3 force / weight in N depth of dent in suitable unit e.g. mm Accept measurements given in 1 (a) (ii) even if incorrect. 2 Total 6 Question 3 Part Mark Answer Further Information 1 exothermic accept any clear indication. both needed for 1 mark 1 temperature of change of ethanol = 18 final temperature of propanol = 41 propanol both fuel and reason needed for 1 mark (a) (b) (i) (ii) 1 reason - greatest temperature change Accept different fuel if incorrect final temperature calculated in 4b(i). Total © UCLES 2011 3 P110/02/A/M/11 5 Question 4 Part Mark Answer Further Information any 2 adaptations linked to how they help = 2 marks 1 adaptation linked to how it helps = 1 mark 2 thick coating on stem (accept ‘leaf’) / thick outer layer of stem (accept ‘leaf’) to reduce water loss spines / no leaves to reduce water loss swollen stem to store water deep roots to reach underground water branching / many roots to collect surface water long beak to reach inside flowers have wings to stay in one position / reach the flowers / hover any 1 = 1 mark 1 (a) (b) Total 3 Question 5 Part Mark Answer Further Information 1 800 Ncm Accept any clear indication. 1 hold the spanner nearer the end / use a longer spanner Accept: oil the pivot / nut. Accept: increase the force applied (e.g. get someone else to help). see-saw / crow bar / wheel barrow Allow any suitable equipment that contains a pivot. Accept arm. (a) (b) (c) 1 Total © UCLES 2011 3 P110/02/A/M/11 6 Question 6 Part Mark Answer Further Information electron (a) X neutron or proton all 4 labels = 2 marks 2/3 labels = 1 mark 1 label = 0 marks 2 X nucleus (b) 1 Total 3 © UCLES 2011 neutron or proton nucleus Accept proton / neutron. P110/02/A/M/11 7 Question 7 Part Mark (a) 2 Answer Further Information carbon dioxide + water glucose + oxygen 1 mark for correct reactants in either order 1 mark for correct products in either order (b) 2 (c) (i) 1 Photosynthesis is carried out by producers. Photosynthesis takes place in chloroplasts. each correct answer = 1 mark 1 mark for 2 correct and 1 incorrect answer more than three boxes ticked = 0 marks repeat the investigation (and calculate a mean) (ii) correct bars = 1 mark correct labelling of colours and y-axis with number of bubbles (per minute) = 1 mark Accept correct bars in any order. 100 Number of bubbles (per minute) 90 2 80 70 60 50 40 30 20 10 blue (iii) Total © UCLES 2011 red green 1 photosynthesis is most effective in blue light / photosynthesis is least effective in green light 1 Leaves are green as they reflect the green light. / So green light is not absorbed. (iv) Accept use of a longer time period. 9 P110/02/A/M/11 8 Question 8 Part Mark Answer Further Information 1 conduction Accept any clear indication. 1 (idea of) increased kinetic energy causes particles to vibrate more (b) 1 convection Total 3 Question 9 Part Mark (a) (i) (ii) (a) (i) (ii) (b) 1 1 (i) (ii) 1 © UCLES 2011 Further Information one period shaded Accept any horizontal shading even if line is incomplete. Any from: Li , Be, Na, Mg, Al, K, Ca Accept any names of metals, e.g. lithium, magnesium, etc Group I correctly shaded, e.g. 1 Total Answer Li Be Na Mg K Ca number of electronic shells increases increasingly reactive atomic mass increases boiling point decreases, atomic number / size increases 4 P110/02/A/M/11 any 1 = 1 mark Accept examples of increasing reactivity, e.g. reacts more violently with water. 9 Question 10 Part Mark (a) (b) (c) Answer Further Information 1 boxes drawn with C B D A correct order = 1 mark 1 new plants grow away from parent / less competition (i) wind 2 (ii) 2 Total 6 Question 11 Part Mark light / have wings / structures to help them to be carried by the wind 1 Date – eaten by animals who throw the seeds away. 2 Sandbur – stick to animal fur / body Accept released in faeces for date. Answer Further Information • Use scales with a range of 0–100 g (a) 1 (b) 2 Total © UCLES 2011 both answers correct = 1 mark Accept any clear indication of the answer. • Measure the length of the cube with a ruler. 2.7 1 mark for each g / cm3 13.5 Accept 5 for 1 mark. 3 P110/02/A/M/11 10 Stage 9 Paper 2 Mark Scheme Question 1 Part Mark (a) Answer Further Information Predator: pike / water beetle / water boatman / tadpole Prey: pike – water beetle / water boatman predator = 1 mark correct prey for the predator = 1 mark 2 water beetle – tadpole water boatman – tadpole / water flea tadpole – water flea (b) green algae / pond weeds (water flea) tadpole water beetle (i) 1 any one green algae / pond weeds (water flea) tadpole water boatman green algae / pond weeds (water flea) water boatman pike (ii) (c) arrow from left to right 1 (i) increase each correct answer = 1 mark 2 because they have more food (ii) (d) Total © UCLES 2011 1 fewer water beetles / water boatman or more tadpoles / water fleas Ignore reference to green algae or pond weeds. 1 break down dead / decaying organisms Do not accept ‘breakdown’ alone. 8 P110/02/A/M/11 11 Question 2 Part Mark Answer Further Information (a) 1 different lamps / wires / resistance Accept different current. (b) 1 0.45 (amps) Accept 0.40 (amps). 0.35 (amps) Accept 0.30 (amps) if 0.40 (amps) given in (b). Answer Further Information (c) 1 Total 3 Question 3 Part Mark (a) 1 control / for comparison of normal growth / to see if there is a difference 1 height of plant / number of leaves / size of leaves / number of flowers / length of roots / number of branches on roots / mass of plant Accept examples of any reasonable measurement. 1 small / has very little growth (nitrogen is needed for) growth / to make proteins / to make enzymes correct observation and reason = 1 mark 1 small / weak (phosphorous is needed for) root growth / energy storage / energy use correct observation and reason = 1 mark 1 yellow (magnesium is needed for) photosynthesis / to produce chlorophyll correct observation and reason = 1 mark (b) (c) (i) (ii) (iii) Total © UCLES 2011 5 P110/02/A/M/11 12 Question 4 Part Mark (a) Statement 2 (b) Answer (i) Further Information True False The balloons have different charges and so repel each other. The balloons have a neutral charge so repel each other. The balloons have the same charge so repel each other. 5 correct = 2 marks 3/4 correct = 1 mark 1/2 correct = 0 marks The balloons have the same charge so attract each other. The balloons have a neutral charge so attract each other. (The duster is) charged / positive / negative. (The dust has) opposite (charge so it is) attracted (to the duster.) 2 Accept: The duster is positive. The dust has negative charge. or The duster is negative. The dust has positive charge. Accept ‘stick’ for ‘attracted’. 3 correct = 2 marks 2 correct = 1 mark 1 correct = 0 marks (ii) clothes clinging / (static) shocks 1 Total © UCLES 2011 5 P110/02/A/M/11 Accept any situation where electrostatics are a nuisance or dangerous, e.g. refuelling / flour mills. 13 Question 5 Part Mark Answer Further Information Accept correct chemical symbols instead of names. 1 potassium calcium zinc nickel platinum 1 sodium / lithium 1 not safe / (too) dangerous / too reactive / explosive Accept: It is more reactive than when it is in water. Answer Further Information The metals change places. / Copper replaces magnesium. Accept: ‘Magnesium has taken the place of the copper.’ magnesium + lead nitrate lead + magnesium nitrate correct reactants in either order = 1 mark correct products in either order = 1 mark Sodium is more reactive. / Copper is less reactive. Accept: sodium is above copper in the reactivity series. (a) (b) (c) Total 3 Question 6 Part Mark (a) 1 (b) 2 (c) Total © UCLES 2011 1 4 P110/02/A/M/11 14 Question 7 Part Mark (a) (b) (i) Answer Further Information 1 temperature measured at start and end (with a thermometer) 1 evaporation Do not accept ‘boiling’. The particles in warm water are gaining kinetic energy. each correct answer = 1 mark (ii) The particles in warm water with the most kinetic energy escape. The particles in warm water with the least kinetic energy escape. 3 The particles in warm water with less kinetic energy are left behind. If 4 statements are ticked and 3 correct = 2 marks If 4 statements are ticked and 2 correct = 1 mark If 4 statements are ticked and 1 correct = 0 marks If 5/6 statements are ticked = 0 marks The particles in warm water with more kinetic energy are left behind. The less kinetic energy the particles have, the cooler the water. Total 5 Question 8 Part Mark Answer Further Information Arachnid A – Coddil Each name = 1 mark 2 Arachnid B – Dorril Total © UCLES 2011 2 P110/02/A/M/11 15 Question 9 Part Mark (a) (b) 1 (i) 2 (c) Answer Further Information magnesium + hydrochloric acid magnesium chloride + hydrogen reactants in either order products in either order wear safety goggles to protect eyes from acid / broken glass safety precaution = 1 mark reason = 1 mark tie hair back so it will not fall into acid wear lab coat / gloves to protect from acid (ii) 1 repeat / calculate a mean (i) 1 all points plotted correctly (ii) 1 suitable line joining all points (iii) 80 (seconds) Accept any value between 70 and 80. Accept correct value from incorrectly drawn graph in (c) (i) 0 (and) 20 Accept any value between 0 and 20, e.g. 0 to 1. Use a less concentrated hydrochloric acid. 3 correct = 2 marks 2 correct = 1 mark 1 correct = 0 marks If 4 boxes ticked, 3 correct = 1 mark If 4 boxes ticked, 2 correct = 0 marks If 5/6 boxes ticked = 0 marks 1 (iv) 1 (d) 2 Add a catalyst. Use the same mass of magnesium but as a fine powder. Use the same mass of magnesium but as one large lump. Increase the temperature of the acid. Decrease the temperature of the acid. Total © UCLES 2011 10 P110/02/A/M/11 16 Question 10 Part Mark Answer Further Information (a) correct labelling (A / ammeter) and position of ammeter (anywhere in series circuit) = 1 mark lamp 1 1 A lamp 2 V (b) 1 (c) 2.65 Accept answer in the range 2.6–2.7 A each correct circuit = 1 mark C If 3 given and 2 are correct = 1 mark If 3 given and 1 is correct = 0 mark more than 3 given = 0 mark 2 Total 4 Question 11 Part Mark Answer Further Information 1 nucleus Accept any clear indication of correct response. (a) Total © UCLES 2011 1 P110/02/A/M/11
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