Cambridge O Level

* 7 4 0 0 2 2 6 4 5 6 *

COMBINED SCIENCE 5129/31

Paper 3 Experimental Skills and Investigations May/June 2023

1 hour

You must answer on the question paper.

No additional materials are needed.

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 40.
● The number of marks for each question or part question is shown in brackets [ ].

This document has 20 pages. Any blank pages are indicated.

DC (CE/FC) 315745/3
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1 A student investigates the magnetic force of attraction between a magnet and a steel spanner.

First, the student measures the mass of the spanner using an electronic balance.

Fig. 1.1 shows the electronic balance used to measure the mass of the spanner.

electronic balance spanner

zero unit

zero button unit button

Fig. 1.1

(a) The student switches the balance on and then uses the zero button and the unit button before
placing the spanner on the balance.

Explain why the student uses the zero button and the unit button before the spanner is placed
on the balance.

zero button ................................................................................................................................

...................................................................................................................................................

unit button .................................................................................................................................

...................................................................................................................................................
[2]

(b) Fig. 1.2 shows the arrangement of apparatus the student uses to investigate the magnetic
force between the magnet and the spanner.

magnet

d spanner

bench balance

Fig. 1.2

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The student:

• measures the distance d between the bottom of the magnet and the top of the
spanner
• records the reading shown on the balance with the magnet at this position.

Fig. 1.3 shows the balance readings for three different positions of the magnet A, B and C.

On Fig. 1.3, use a ruler to measure each distance d to the nearest mm. Only the first distance
d has been marked with an arrow.

A B C
magnet

spanner

77 g 73 g 51 g

Fig. 1.3

In the space below, record your measurements of d and the readings from the balance in
a suitable table. Include headings and units.

[4]

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(c) Explain why an electronic balance is a suitable piece of apparatus for determining changes in
the force of attraction between the magnet and spanner.

...................................................................................................................................................

...................................................................................................................................................

............................................................................................................................................. [2]

(d) (i) Describe the trend in the measurements shown in Fig. 1.3.

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [1]

(ii) Suggest an explanation for the trend you described in (d)(i).

...........................................................................................................................................

..................................................................................................................................... [1]

(e) The student repeats the experiment using the same magnet and the same values of d shown
in Fig. 1.3.

Explain why repeating the readings improves the experiment.

...................................................................................................................................................

............................................................................................................................................. [1]

[Total: 11]

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2 A student investigates the heating of water by different alkane fuels.

The apparatus used is shown in Fig. 2.1.

thermometer

copper can

water spirit burner

Fig. 2.1

Procedure

The student:

• measures 50 cm3 of water and pours it into the copper can

• measures the initial temperature of the water
• adds some fuel to the spirit burner
• places the spirit burner under the copper can and lights the fuel
• records the final temperature of the water after 5 minutes
• repeats the experiment using different fuels.

(a) (i) To determine the energy released per gram of each fuel, additional measurements need
to be made.

State the additional measurements that need to be made.

...........................................................................................................................................

..................................................................................................................................... [1]

(ii) Fig. 2.2 shows the thermometer used by the student.

30

25

20

15

Fig. 2.2

The thermometer shows the temperature of the room.

Record the temperature shown on the thermometer.

temperature = .................................................... °C [1]

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(b) (i) Table 2.1 shows the results.

The initial temperature of the water is 20 °C for all fuels.

Table 2.1

number of carbon
final temperature temperature change
fuel atoms per molecule of
/ °C / °C
fuel

hexane 6 35 15

heptane 7 48
...............
octane 8 47 27

nonane 9 70 50

decane 10 84 64

Complete the table by calculating the temperature change for heptane. [1]

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(ii) On the grid provided, plot a graph of temperature change on the y-axis against number
of carbon atoms on the x-axis.

Draw the straight line of best fit.

Draw a circle around the anomalous point on the graph.

100

90

80

70

60
temperature
change / °C 50

40

30

20

10

0
6 7 8 9 10 11 12
number of carbon atoms
[3]

(iii) Undecane is an alkane fuel that contains 11 carbon atoms.

Use the graph to suggest the temperature change for undecane.

Show your working on the graph.

temperature change for undecane = .................................................... °C [2]

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(iv) Duodecane is an alkane fuel that contains 12 carbon atoms.

The temperature change for duodecane cannot be measured using the procedure given
on page 5 and water with an initial temperature of 20 °C.

Use the data in Table 2.1 to suggest the reason for this.

...........................................................................................................................................

..................................................................................................................................... [1]

(v) For each fuel shown in Table 2.1, the calculated energy released per gram is less than
the true value.

Suggest a reason for this error and an improvement to the procedure to reduce this
error.

reason ...............................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

improvement .....................................................................................................................

...........................................................................................................................................

...........................................................................................................................................
[2]

[Total: 11]

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Question 3 begins over the page

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3 A student investigates changes of mass due to osmosis in various foods.

(a) A student investigates the effect of concentrated sodium chloride solution on the mass change
in eggs.

eggs

Fig. 3.1

Eggs have a hard shell to protect the contents.

The student:

• places 3 eggs in dilute hydrochloric acid to remove the hard shell

• dries the eggs and measures the starting mass of each egg
• places each egg into a separate beaker and labels the beakers 1, 2 and 3
• adds concentrated sodium chloride solution to each beaker to cover the eggs
• removes the eggs from the solution after 2 hours
• dries the eggs and measures the final mass of each egg.

The student’s results are shown in Fig. 3.2. All of the eggs have lost mass.

Egg 1 starting mass 53.6g final mass 50.3g

Egg 2 starting mass 49.9g final mass 47.5g
Egg 3 starting mass 52.8g final mass 49.8g

Fig. 3.2

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(i) In Table 3.1, record the student’s results from Fig. 3.2.

Calculate the change in mass for each egg.

Record your calculated values to a suitable number of significant figures.

Table 3.1

egg starting mass / g final mass / g change in mass / g

1
2
3
[3]

(ii) Calculate the average change in mass for the 3 eggs.

average change in mass = ...................................................... g [2]

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(b) The student also investigates osmosis using carrots.

The student:

• cuts a carrot into 6 cylinders of the same length

• measures the starting mass of each carrot cylinder
• prepares 6 sodium chloride solutions of different concentration and places one
carrot cylinder into each solution
• removes the carrot cylinders after 3 hours and dries them
• measures the final mass.

(i) State two variables that the student needs to control.

1 ........................................................................................................................................

...........................................................................................................................................

2 ........................................................................................................................................

...........................................................................................................................................
[2]

(ii) The student’s results for the carrot cylinders are shown in Table 3.2.

Table 3.2

concentration of sodium chloride solution

percentage change in mass
g / dm3
0.0 +17
0.2 +1
0.4 –6
0.6 –12
0.8 –19
1.0 –25

Explain why the student calculates the percentage change in mass of each carrot
cylinder.

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

...........................................................................................................................................

..................................................................................................................................... [2]

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(iii) The student plots a graph of their results from Table 3.2. This is shown in Fig. 3.3.

20

15

10

percentage change –5
in mass
–10

–15

–20

–25

0 0.2 0.4 0.6 0.8 1.0

concentration of sodium chloride solution
mol / dm3

Fig. 3.3

The percentage change in mass is zero when the concentration of sodium chloride in the
carrot is the same as the concentration of the sodium chloride solution.

Use the graph in Fig. 3.3 to determine the concentration of sodium chloride in the carrot.

Show your working on the graph.

concentration of sodium chloride in the carrot = .......................................... mol / dm3 [2]

[Total: 11]

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4 Human ears detect sound waves in a narrow range of frequencies.

People wear ear defenders (Fig. 4.1) made from materials that are designed to absorb these
sound waves.

material to absorb
sound waves

Fig. 4.1

A student investigates materials suitable for absorbing these sound waves and preventing them
from reaching the ears. The apparatus used is shown in Fig. 4.2.

The sound wave generator produces sound waves with different loudnesses and different
frequencies. The sound wave detector receives these sound waves and converts them to a
voltage signal that is displayed on a meter. The material is placed between the generator and the
detector.

voltage
signal

sound wave material sound wave

generator detector

Fig. 4.2

Plan an investigation, using the apparatus in Fig. 4.2, to find if the material actually used in the ear
defenders is the most suitable material.

Include in your answer:

• the apparatus needed to display the voltage

• a brief description of the method and any safety precautions
• what you will keep constant and what you will change
• how the measurements will be used to reach a conclusion.

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A diagram of apparatus and a results table are not required but you may include them if it helps to
explain your plan.

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Notes for use in qualitative analysis

Tests for anions

anion test test result

carbonate, CO32– add dilute acid, then test for carbon effervescence, carbon dioxide
dioxide gas produced
chloride, Cl – acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous silver nitrate
bromide, Br – acidify with dilute nitric acid, then cream ppt.
[in solution] add aqueous silver nitrate
iodide, I– acidify with dilute nitric acid, then yellow ppt.
[in solution] add aqueous silver nitrate
sulfate, SO42– acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous barium nitrate

Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia

aluminium, Al 3+ white ppt., soluble in excess, giving white ppt., insoluble in excess
a colourless solution
ammonium, NH4+ ammonia produced on warming –
calcium, Ca2+ white ppt., insoluble in excess no ppt. or very slight white ppt.
chromium(III), Cr3+ green ppt., soluble in excess green ppt., insoluble in excess
copper(II), Cu2+ light blue ppt., insoluble in excess light blue ppt., soluble in excess,
giving a dark blue solution
iron(II), Fe2+ green ppt., insoluble in excess, green ppt., insoluble in excess,
ppt. turns brown near surface on ppt. turns brown near surface on
standing standing
iron(III), Fe3+ red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
zinc, Zn2+ white ppt., soluble in excess, giving white ppt., soluble in excess, giving
a colourless solution a colourless solution

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Tests for gases

gas test and test result

ammonia, NH3 turns damp red litmus paper blue
carbon dioxide, CO2 turns limewater milky
chlorine, Cl 2 bleaches damp litmus paper
hydrogen, H2 ‘pops’ with a lighted splint
oxygen, O2 relights a glowing splint

Flame tests for metal ions

metal ion flame colour

lithium, Li+ red
sodium, Na+ yellow
potassium, K+ lilac

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