Cambridge IGCSE: Co-Ordinated Sciences 0654/61
Cambridge IGCSE: Co-Ordinated Sciences 0654/61
Cambridge IGCSE: Co-Ordinated Sciences 0654/61
* 2 5 2 9 9 4 7 0 5 2 *
1 hour 30 minutes
INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.
INFORMATION
● The total mark for this paper is 60.
● The number of marks for each question or part question is shown in brackets [ ].
DC (CJ/SG) 314766/2
© UCLES 2023 [Turn over
2
1 A student investigates the use of an enzyme for the extraction of juice from apples.
(a) Procedure
The student:
• assembles two beakers, A and B, with the same volumes of apple puree in each beaker
• adds the same volume of enzyme solution to beaker A and water to beaker B as shown
in Fig. 1.1
beaker A beaker B
Fig. 1.1
filter
paper
20 20
measuring
15 cylinder 15
10 10
5 5
cm3 cm3
Fig. 1.2
• measures and records in Table 1.1 the total volume of juice collected in each measuring
cylinder every 2 minutes for 8 minutes.
(i) Fig. 1.3 shows the thermometer reading for the water-bath.
°C
30
20
Fig. 1.3
(ii) Suggest why it is important to clean the glass rod between stirring beaker A and
beaker B.
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..................................................................................................................................... [1]
(iii) Explain why it is important to stir and mix the contents of the two beakers.
...........................................................................................................................................
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Table 1.1
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(ii) Use the results in Table 1.1 to suggest why an enzyme is used in the large-scale
production of fruit juice.
...........................................................................................................................................
..................................................................................................................................... [1]
(c) (i) On the grid, plot a graph of total volume of juice collected (vertical axis) against time for
only measuring cylinder A.
[3]
(iii) Use your graph to estimate the volume of juice produced at 5 minutes.
(iv) Increasing the temperature to 40 °C increases the rate of apple juice production.
The student repeats the procedure for beaker A at the higher temperature of 40 °C.
On the grid, draw a curve to predict the results the student obtains.
(v) The enzyme used in this investigation denatures (stops working) at temperatures
above 50 °C.
On the grid, draw a curve to predict the results the student obtains.
[Total: 14]
2 The student tests some apple juice for its nutrient content.
(a) The apple juice tests positive with Benedict’s solution and negative with biuret solution.
(i) Record in Table 2.1 the final colours the student observes.
Table 2.1
Benedict’s
biuret
[2]
(ii) Complete Table 2.1 by stating a conclusion for the result obtained with each testing
solution. [2]
(b) Name the reagents used to test for the presence of fat.
observation ...............................................................................................................................
[2]
[Total: 6]
BLANK PAGE
When solutions of H, K and starch are mixed together, a blue-black colour is observed after a
period of time.
(a) Procedure
Experiment 1
The student:
Table 3.1
(i) Suggest a piece of apparatus suitable for measuring accurately solutions H and K.
..................................................................................................................................... [1]
Two results are considered to be equal, within the limits of experimental error, if they are
within 10% of each other.
...........................................................................................................................................
..................................................................................................................................... [2]
(iii) The substance made when solutions H and K react together turns the starch solution
blue-black.
..................................................................................................................................... [1]
(iv) All experiments use the same volume of extra solution added.
Explain why experiments 1 and 2 use the same volume of solution H, the same volume
of solution K and the same number of drops of starch.
...........................................................................................................................................
..................................................................................................................................... [1]
(b) The student repeats the procedure in (a) for experiments 3, 4, 5 and 6, using the solutions in
Table 3.1.
(i) The readings on the stop-watch for experiments 3 and 6 are shown in Fig. 3.1.
min s min s
experiment 3 experiment 6
Fig. 3.1
Record in Table 3.1 these times in seconds to the nearest second. [2]
...........................................................................................................................................
..................................................................................................................................... [1]
cm3
10
Fig. 3.2
yes no
...........................................................................................................................................
..................................................................................................................................... [1]
State which extra solutions added are catalysts for the reaction between solutions H and K.
solutions ...................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
Describe one other way the student can find the pH of aqueous iron(III) chloride.
...................................................................................................................................................
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............................................................................................................................................. [2]
[Total: 13]
4 Aqueous hydrogen peroxide is a solution that breaks down slowly into water and oxygen gas.
Plan an investigation to find the relationship between the mass of manganese(IV) oxide added
and the rate of this reaction.
You may include a results table. You are not required to include any results.
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.................................................................................................................................................... [7]
The student assembles the spring and a metre rule as shown in Fig. 5.1.
metre rule
clamp
clamp
spring
stand
stand
bench
Fig. 5.2 shows a full-size diagram of the unstretched spring and part of the metre rule.
cm
32
spring
33
metre rule
34
35
36
Fig. 5.2
(a) (i) Take readings from the metre rule of the top and the bottom of the coiled part of the
spring. Do not include the loops at the ends of the spring.
Table 5.1
load L
0.0 1.0 2.0 3.0 4.0 5.0
/N
length l
6.3 1.9 11.9 14.7 17.5
/ cm
[1]
(b) Procedure
The student:
The student records the length l of the coiled part of the spring, produced by one of the loads,
incorrectly.
State for which load the incorrect length has been recorded.
load = ........................................................... N
length ......................................................... cm
[2]
(c) Line of sight (parallax) errors can occur when readings are taken from the metre rule.
State two practical precautions that the student takes to ensure that accurate readings are
taken from the metre rule.
precaution 1 ..............................................................................................................................
...................................................................................................................................................
precaution 2 ..............................................................................................................................
...................................................................................................................................................
[2]
(d) Another student suggests that the stretched length l of the spring is proportional to load L.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[1]
(e) A student wants to stretch the spring to four times the length l 0 of the unstretched spring.
Use the results in Table 5.1 to predict the load L the student needs to add to the spring.
(f) Stretched springs are potentially dangerous because of the elastic energy stored in them.
State and explain one safety precaution that the student takes when doing the experiment.
precaution .................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[1]
[Total: 10]
BLANK PAGE
(a) Procedure
The student:
°C
80
70
Fig. 6.1
Record this value of T to the nearest 0.5 °C in Table 6.1 for time t = 60 s.
Table 6.1
time t temperature T
/s / °C
0 82.5
60
120 74.0
180 70.5
240 67.0
300 64.0
360 61.0
[1]
(b) (i) State why it is good experimental technique for the student to wait for 30 seconds before
measuring the initial temperature of the hot water.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State why the student stirs the water before taking the reading.
...........................................................................................................................................
..................................................................................................................................... [1]
(c) (i) Use the temperature values in Table 6.1 to calculate the average rate of cooling of the
water during the first 180 seconds of cooling.
average rate of cooling during the first 180 seconds = ................................................ °C / s [2]
(ii) Use the temperature values in Table 6.1 to calculate the average rate of cooling of the
water during the last 180 seconds of cooling.
average rate of cooling during the last 180 seconds = ................................................ °C / s [1]
(d) Write a conclusion about the rate at which hot water cools in a beaker.
...................................................................................................................................................
............................................................................................................................................. [1]
(e) The student completes the experiment and leaves the water in the beaker.
T = .................................................... °C [1]
Suggest two changes the student makes to reduce the rate of cooling of the water during the
experiment.
change 1 ...................................................................................................................................
change 2 ...................................................................................................................................
[2]
[Total: 10]
© UCLES 2023 0654/61/M/J/23
20
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