PY2 P.test Stage 9 Science

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 He
Li 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?
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.
average mass average radius average luminosity

star type colour
(the Sun = 1) (the Sun = 1) (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]

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
2 light source
green area 1 3 for 24 hours
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]

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.
[3]

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.
father mother
XY XX
sperm ova
X ....... 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.
............................. .............................
copper
zinc
sulfate ............................. .............................
[1]

12
11 Look at the circuit diagram.
(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 = Ω [1]
© UCLES 2022 S/S9/01

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 voltage
The flow of water models the in an electrical circuit. [1]

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 carbohydrates
animals 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]

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.
electronic melting point

element
structure 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
The Periodic Table of Elements
Group
1 2 3 4 5 6 7 8
1 2
H He
hydrogen helium
Key 1 4
3 4 atomic number 5 6 7 8 9 10
Li Be atomic symbol B C N O F Ne
https://lowersecondary.cambridgeinternational.org/
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
7 9 relative atomic mass 11 12 14 16 19 20
11 12 13 14 15 16 17 18
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
publisher will be pleased to make amends at the earliest possible opportunity.

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
18
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
S/S9/01
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Cs Ba Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

caesium barium hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
actinoids
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium copernicium nihonium flerovium moscovium livermorium tennessine oganesson
– – – – – – – – – – – – – – – – –
International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
lanthanoids La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
lanthanum cerium praseodymium neodymium promethium samarium europium gadolinium terbium dysprosium holmium erbium thulium ytterbium lutetium
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
actinoids Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
actinium thorium protactinium uranium neptunium plutonium americium curium berkelium californium einsteinium fermium mendelevium nobelium lawrencium
– 232 231 238 – – – – – – – – – – –
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
Science
Stage 9
Paper 1 2022
Cambridge Lower Secondary Progression Test
Mark Scheme
3146_01_MS_6RP
© UCLES 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

Question Answer Marks Further Information
1(a) 2 all three correct = 2 marks
one or two correct = 1 mark
Water is lost from the leaves by transpiration. Accept evaporation for transpiration
Water travels upwards through xylem vessels.
Water enters the root hair cells by absorption / osmosis. Accept diffusion for osmosis
1(b) magnesium 1 Accept Mg / Mg2+ but name takes precedence
2(a) Si 1 Accept silicon but symbol takes precedence
2(b) Mg or Ca 1 Accept magnesium or calcium but symbols take

precedence
Accept Sr / Ba / Ra
2(c) covalent 1

3(a) B 1 more than one answer circled = 0 marks
Accept any indication of the correct answer, e.g.

ticking or underlining, but circling takes
precedence
3(b) increasing the decreasing the 1 more than one answer ticked = 0 marks
frequency frequency
circling or underlining, but ticking takes
increasing the decreasing the precedence

amplitude amplitude
3(c) D 1 more than one answer circled = 0 marks

precedence
3(d) increasing the decreasing the 1 more than one answer ticked = 0 marks

frequency frequency
circling or underlining, but ticking takes
increasing the decreasing the precedence
amplitude amplitude

4(a) B 1 both answers correct for the mark
blue
4(b)(i) nebula(e) 1
4(b)(ii) (idea that) object smashed/collided into (early) Pluto 2 each correct answer = 1 mark
(idea that) ejected particles/mass pulled together by gravity
5(a) (electric) hot water bath 1 Accept hot water bath heated with Bunsen burner
Ignore test-tube holders / tongs / goggles
5(b) (light) because starch is in part 2 but not in part 1 (and 2 each correct answer = 1 mark
part 4)
Accept starch is only in part 2 = 2 marks
(chlorophyll) because starch is present in part 2 but not in
part 3 (and part 4)
6(a) density = mass ÷ volume / 316 ÷ 40 2 correct formula only = 1 mark
7.9 (g / cm3) Note correct answer (with or without working)

= 2 marks
6(b) (idea that) density of hydrogen is (much) lower than the 1

density of iron

7(a) convection 1
7(b) stops/reduces evaporation / stops steam escaping 1 Accept stops the hot water vapour escaping /
stops gas particles escaping / reduces convection
above the water
Ignore references to heat loss and heat escaping
Ignore reference to air escaping but accept gas

cannot escape
Accept ora, e.g. without a lid steam escapes
7(c) wood (no mark) 1 Accept steel (no mark) because less likely to
catch fire
because wood is a better insulator / poorer conductor of heat

8 any three from 3 each correct answer = 1 mark
the environment changed Accept any suitable suggestion
(idea that) composition of atmosphere changed
lack of food
lack of light
lack of shelter
dinosaurs could not escape the danger from the asteroid

collision
extreme global cooling
no/less photosynthesis in plants
collision caused a fire that destroyed their habitat

9(a) 2
father mother
XY XX
sperm ova
(X) Y (X) X both sperm and ova line correct = 1 mark
offspring line correct = 1 mark

XX XX XY XY
Accept YX for male offspring
female offspring male offspring
9(b)(i) hair colour / ear size / ear position (lop or erect) 1 Accept coat colour / ear shape/length
9(b)(ii) genetic / genes 1 Accept alleles
Ignore DNA / chromosomes

10(a) (most reactive) magnesium 1 all four answers in the correct order for the mark
zinc
iron
(least reactive) copper
10(b) (zinc + copper sulfate) copper + zinc sulfate 1 both products needed either order for the mark
11(a) lamp / bulb 1
11(b) (open) switch 1
11(c) 24 (Ω) 1
11(d)(i) cell / battery 1
11(d)(ii) (fixed/variable) resistor / bulb / lamp / buzzer / ammeter 1
11(d)(iii) current 1 Accept any indication of the correct answer, e.g.

circling, ticking or underlining, but answer in the
sentence takes precedence

12(a)(i) feeding / nutrition 1
12(a)(ii) oxygen 1 Accept O2 but name takes precedence
12(b)(i) 2 each correct answer = 1 mark
(carbon dioxide concentration) decreases Accept goes down = 1 mark
then increases Accept goes up = 1 mark
12(b)(ii) line showing the concentration is increasing from the 1 Accept straight line or curve
existing line to present day
Accept any value above 325 p.p.m.
12(c) any one from 1
sea level change Accept ice caps melting
flooding
drought
extreme weather events Accept named example, e.g. El Niño
Accept increased bushfires
Accept climate change
Accept acid rain

13 filter (to remove unreacted copper oxide) 3 each correct answer = 1 mark
evaporate (filtrate to half bulk) Ignore to crystallise
leave in a warm oven / leave in a warm place / leave to Accept leave on the window ledge
evaporate
Do not accept boil or heat to dryness
14(a) 1 / one 1
14(b) any number between 50 and 10 (°C) 1
14(c) more reactive (than lithium, sodium and potassium) 1

BLANK PAGE

Science
Stage 9
Paper 2 2022
45 minutes
INSTRUCTIONS
INFORMATION
3146_02_9RP
© UCLES 2022
2
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
blood out
substance out
Use the model to describe how dialysis works.
[2]

4
It shows different sound traces on an oscilloscope.
(a) Complete the sentences to describe what is happening to the sound from A to B.
decreases increases stays the same
The loudness of the sound .
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]

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 –
Cl – Na+
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 0 °C 52 °C 801 °C
[1]

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.
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.
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]

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
birth mass
non-smokers
in kg
smokers
2.8
2.4
34 36 38 40 42
gestation period
in weeks
(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.
melting point boiling point

element
in °C 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]

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.
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?
[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]

14
9 Chen investigates the rate of reaction between calcium carbonate and dilute hydrochloric acid.
Look at the word equation for the reaction.
calcium hydrochloric calcium carbon

+ + + water
carbonate acid chloride dioxide
Look at the equipment Chen uses.
glass wool
plug
dilute hydrochloric conical flask

acid
calcium carbonate
balance 102.34 g powder
(a) Predict what happens to the mass reading on the balance during the reaction.
[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.
Describe what happens to the current in the circuit at point A.
[1]

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.
density
material
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
Group
1 2 3 4 5 6 7 8
1 2
H He
hydrogen helium
Key 1 4
https://lowersecondary.cambridgeinternational.org/
11 12 13 14 15 16 17 18
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
18
S/S9/02
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
actinoids
– – – – – – – – – – – – – – – – –
International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
– 232 231 238 – – – – – – – – – – –
Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment
Science
Stage 9
Paper 2 2022
Mark Scheme
3146_02_MS_8RP
© UCLES 2022
scheme.
Only the science is being assessed, so answers do not need to be grammatically correct.
/ or alternate responses for the same marking point
underline exact word is required
alternative
forward from earlier working provided the subsequent working is correct

1(a) part what happens 3 each correct answer = 1 mark
renal artery blood enters excretory (renal) system

kidney filters (the blood) Accept (ultra)filtration
ureter urine travels through this tube to be stored
urine is stored here before excretion from
bladder
body
1(b) urea 1
1(c) the toxic substance goes through the (partially permeable) 2 each correct answer = 1 mark
membrane
leaving the blood without any toxic substance / (membrane) Accept blood is purified
does not allow blood through
Accept urea for toxic substance
Accept the (partially permeable) membrane

lets the toxic substance through but not the
blood = 2 marks
Accept the (partially permeable) membrane only

lets the toxic substance through = 2 marks

2(a) stays the same 2 each correct answer = 1 mark
increases
2(b)(i) reinforcement 1 Accept constructive interference
2(b)(ii) cancellation 1 Accept destructive interference
3(a) sodium (atom) loses an electron 1 Accept electron(s) lost
3(b)(i) ionic / electrovalent 1
3(b)(ii) attraction between positive and negative ions 1 Accept electrostatic attraction between ions
3(b)(iii) 801 °C 1 more than one answer circled = 0 marks

precedence

4(a)(i) crust 1 Accept lithosphere
4(a)(ii) (tectonic plates) are less dense than the mantle 1 Accept less dense than magma
4(b)(i) (Earth’s) core 1
4(b)(ii) (prediction) 2 each correct answer = 1 mark

(the two large pieces of biscuit) will move (apart)
(explanation)
convection current (moves the biscuits/plates)
4(b)(iii) (earthquakes) result from movement of plates 2 each correct answer = 1 mark
(idea that) earthquakes occur at plate boundaries
4(b)(iv) jigsaw appearance of continental coasts 2 each correct answer = 1 mark
fossil record
alignment of magnetic materials in the Earth's crust
position of volcanoes
4(c) climate change / increase in global temperature / increase in 1 Accept blocks sunlight
carbon dioxide in atmosphere / increase in sulfur dioxide in
atmosphere / (idea that) oxygen levels reduced Accept leads to an ice age with no reference to
global warming in the answer

5(a)(i) 3.6 1 Accept other correct indications of the anomalous

point but circling takes precedence
3.2 more than one point circled = 0 marks

key
birth mass
non-smokers
in kg
smokers
2.8
2.4
34 36 38 40 42
gestation period
in weeks
5(a)(ii) (birth mass is) decreased by smoking 1 Accept as gestation period increases, birth mass
increases
5(b) increase sample size 1

6(a) any value in the range 105 to 200 (°C) 1
6(b) any value in the range 550 to 650 (°C) 1
6(c) rubidium 1 Accept Rb but name takes precedence
7 evaporate 3 each correct answer = 1 mark
thermal
decreases
8(a) 23 2 each correct answer = 1 mark
(idea that sperm cell has) half the number of chromosomes Accept 23 is the haploid number for humans
of a fertilised egg cell = 2 marks
8(b) 2 each correct answer = 1 mark
(higher temperatures) reduce sperm production Accept sperm not viable
(without sperm) no fertilisation takes place Accept reduced fecundity
8(c) population 1

9(a) 2 each correct answer = 1 mark
(reading on balance) gets less / decreases / reduces Accept a reading less than 102.34 g
as carbon dioxide/gas is lost/released (from the equipment) Ignore water vapour is lost
Do not accept name of incorrect gas is

lost/released
9(b) powder has a greater surface area / lumps have a smaller 2 each correct answer = 1 mark
surface area
more collisions with powder / fewer collisions with lumps Accept more frequent collisions with powder
9(c) 2 each correct answer = 1 mark
wear goggles/gloves Ignore facemask
hydrochloric acid is corrosive/harmful Accept (hydrochloric acid) burns the skin/eyes

10(a)(i) correct symbol for ammeter connected in series with cell 1

and lamp
e.g.
10(a)(ii) correct symbol for voltmeter connected in parallel with lamp 1

e.g.
10(b) (idea that) current divides/splits 1

11(a) any one from 1
objects with a density greater than cooking oil or 0.9 g / cm3

will sink
objects with a density less than cooking oil or 0.9 g / cm3 will
float
Accept ice will remain suspended as its density is

the same as cooking oil
11(b) any two from 2 each correct answer = 1 mark
measure the density of a range of different plastic objects
use objects of the same shape/size
add to water and record if they float or sink

Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020
Science Paper 1
Stage 9
45 minutes
Name
INSTRUCTIONS
INFORMATION
Science_S9_01/7RP
© UCLES 2020
2
1 The diagram shows the human excretory (renal) system.
(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
rice grains lentils
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.
part of human
material or piece
excretory
of apparatus
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]

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
(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 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]

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 boiling point density atomic radius

element
in °C in °C in g / cm3 in arbitrary units
lithium 180 1342 0.53 145
sodium 98 883 0.97 180
potassium 63 759 0.89 220
rubidium 688 1.53 235
(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]

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]

10
(e) Blessy uses a model to explain how tectonic plates move apart.
Look at the diagram of Blessy’s model.
plastic blocks
plastic blocks floating on water
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.
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
. [3]

12
8 Aiko is making some magnesium chloride.
She reacts magnesium with dilute hydrochloric acid.
Step 1 Step 2 Step 3

Magnesium and dilute The reaction mixture is Magnesium chloride
hydrochloric acid are separated to give solution is heated.
reacted together until no magnesium chloride
more magnesium reacts. solution.
25 cm3 of
hydrochloric
● ●
● ● ● acid
●
1 g of magnesium
magnesium chloride solution heat
(a) A gas is made during this reaction.
[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.
B C
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 [1]
(d) Which sound has a lower amplitude than A? [1]

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
reaction time
concentration
in seconds
of acid
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.
2
[2]

© UCLES 2020
Group
I II III IV V VI VII VIII
Copyright © UCLES, 2020

1 2
H He
hydrogen helium
Key 1 4
make amends at the earliest possible opportunity.

11 12 13 14 15 16 17 18
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
16
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
S/S9/01
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
actinoids
– – – – – – – – – – – – – – – – –
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
– 232 231 238 – – – – – – – – – – –
The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.).
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name 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
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

scheme.
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.
/ 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
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

1(a)(i) kidney 1
1(a)(ii) urea 1 Accept higher level answers e.g.ammonia / uric

acid
Ignore water
1(b)(i) material or piece of part of human 3 all four lines correct = 3 marks
apparatus excretory system
two or three lines correct = 2 marks
lentils blood cells one line correct = 1 mark
if two lines from one material or piece of

rice grains apparatus and one is incorrect = 0 marks for that
material or piece of apparatus
kidney
sieve
waste product
sugar
1(b)(ii) any two from 2 Accept the waste passes through the sieve
the kidney separates waste or urea from blood / the sieve

separates the sugar from the rice and or lentils
it acts as a filter
large particles do not pass through / blood cells do not pass

through / rice or lentils do not pass through
small particles do pass through / urea passes through / sugar

passes through

2(a) 2.8.3 1 Accept correct drawing but 2.8.3 takes

precedence
2(b) 9 1
2(c) (sodium atom) loses an electron 1 Accept electron(s) lost
3(a) A 1
3(b) variable resistor 1
3(c) 1
voltmeter connected across lamp or cell

4(a)(i) chlorophyll 1
4(a)(ii) protein / amino acids / peptides / polypeptides 1
4(b)(i) 2 Note assume answer refers to plant A

Accept converse argument if plant B specified
plant A has more chlorophyll Accept plant A has more green leaves but name
takes precedence
plant A can make more food / more photosynthesis
4(b)(ii) oxygen 1 Accept O2 or O
4(c) to reduce competition (for light, water or minerals) 1 Accept to reduce overcrowding
Accept prevents spread of disease or pests /

make harvesting easier
Accept to have more space to grow
5(a) decreases / goes down / reduces / gets less 1 Accept ora if going up the group is specified
5(b) density 1
5(c) any value between 20 and 50 (°C) 1 Accept answers written in table but answer line
takes precedence
5(d) reactivity increases (down the group) 1

6(a) piece of the Earth’s crust 2 Accept part of the lithosphere

floating on the mantle / which moves around (slowly)
6(b) any one from 1 Ignore they have the same / similar shapes
the two continents have complementary shapes
fit together (almost exactly)
6(c) evidence 2 each correct answer = 1 mark
comparing their climates one or two correct ticks and one incorrect tick
= 1 mark
comparing their rocks 
comparing their sizes two or more incorrect ticks = 0 marks
comparing their fossil records 

comparing their ecosystems
6(d) earthquake / volcano / tsunami 1 Accept subduction / mountain building
Accept mid-ocean ridges or trenches made
6(e) The tectonic plates are represented by the plastic / 4 each correct answer = 1 mark
blocks.
The water represents the magma / mantle.
The water moves in a cycle in a process called
convection.
The Bunsen burner represents the heat source from the Accept inner core / outer core
core.
Accept centre of the Earth

7 A white-hot spark is at a very high temperature. 3 each correct answer = 1 mark
It does not contain much heat energy because it does

not contain many particles.
8(a) hydrogen 1 Accept H / H2 but name takes precedence
8(b) filtration / filtering 1
8(c) evaporation 1 Accept boiling
Ignore crystallisation
8(d) zinc oxide + sulfuric acid → zinc sulfate + water 1 order on each side unimportant
9(a) B 1
9(b) E 1
9(c) D and E 1 both required

order unimportant
9(d) C 1

10(a) all points correctly plotted 2
curve line passing through all points

Accept ecf from incorrect points plotted
Do not accept dot to dot
Do not accept line that starts at the origin

10(b) the higher the concentration the shorter the reaction time / 1 Ignore the higher the concentration the faster the
ora reaction time
Accept the higher the concentration the faster the

reaction / ora
11(a) he repeats the experiment 1
11(b) any two from 2 Note the question asks for the risks not for the
precautions
the apparatus gets hot / risk of getting burnt
the pins are sharp / risk of getting skin wound
the wax catches fire

September 2020
Science Paper 2
Stage 9
45 minutes
Name
INSTRUCTIONS
INFORMATION
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.
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]

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]

6
4 The diagram shows part of the carbon cycle.
carbon dioxide
in the atmosphere
A
C
B B
green plants animals

D
fossil fuels
(a) The boxes A, B, C and D show four important processes in the carbon cycle.
Name each of these processes.
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.
[2]

8
5 Lily compares the densities of three substances A, B and C.
Look at her table of information.
mass volume density

substance
in grams in cm3 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.
[2]
© UCLES 2020 S/S9/02

9
6 Answer the questions about thermal (heat) energy transfer.
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 . [1]
(ii) Copper is a metal, so it is a good . [1]

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]

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]

14
9 Safia investigates the current in a circuit containing two identical lamps.
direction of
current flow
A1 A4
X A2 Y
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. [1]
© UCLES 2020 S/S9/02

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
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
Group
I II III IV V VI VII VIII

1 2
H He
hydrogen helium
Key 1 4
make amends at the earliest possible opportunity.

11 12 13 14 15 16 17 18
23 24 27 28 31 32 35.5 40
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
16
85 88 89 91 93 96 – 101 103 106 108 112 115 119 122 128 127 131
S/S9/02
55 56 57–71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
lanthanoids
133 137 178 181 184 186 190 192 195 197 201 204 207 209 – – –
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
actinoids
– – – – – – – – – – – – – – – – –
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
139 140 141 144 – 150 152 157 159 163 165 167 169 173 175
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103
– 232 231 238 – – – – – – – – – – –
The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.).
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge
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
September 2020
Science Paper 2
Mark Scheme
Stage 9
Science_S9_02_MS/7RP
© UCLES 2020

scheme.
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.
( ) 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
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

1(a)(i) diffusion 1 Accept osmosis
1(a)(ii) xylem (vessels) 1
1(a)(iii) leaves / stomata 1
1(b)(i) temperature (of the air) 1
1(b)(ii) any two from 2

same shoot / same plant
same number of leaves / surface area
same species of plant
same humidity
keep out of draughts
take measurements over same time interval
same amount of light
1(b)(iii) volume of water lost 1 Accept amount for volume
in a given time Accept reference to how far the water level drops
or
time taken
to lose a fixed volume of water
1(b)(iv) as temperature (of the air) increases the rate of transpiration 1 Note answer must be comparative
increases / ora

2(a) covalent 2
shared (pairs of) electrons
2(b) (group) 6 1 Accept VI / 16
3 left hand box shows reinforcement, i.e. wave taller than 3 waveform 1 waveform 1
either of the individual waves
left hand box wave has an amplitude twice as high as

individual waves (judge by eye) waveform 2 waveform 2
right hand box shows cancellation, i.e. a straight line

waveforms 1+2 waveforms 1+2
Reinforcement Cancellation
Accept correct answer in any horizontal position

in the box
The waveform must have a minimum of three

peaks and two troughs for first marking point
Ignore frequency of wave

4(a) A = photosynthesis 4 each correct answer = 1 mark
B = respiration
C = combustion / burning
D = nutrition / feeding / eating
4(b) reduce the levels of CO2 in the atmosphere / less of an 2 mark prediction and explanation where seen
increase of CO2 in the atmosphere Accept idea that fossil fuels will remain for longer
any one from
(burning) fossil fuels produce carbon dioxide Accept coal, coke, oil or natural gas instead of
fossil fuel
(but) renewable energy does not produce carbon dioxide Accept wind turbine or solar panels instead of
renewable energy resource
4(c)(i) (historical records about) 1 Accept any valid point

global temperatures / sea levels / area of the polar ice caps /
weather
4(c)(ii) any two from 2 Accept other effects, e.g.
sea level rises extinction of some species

disruption of food chains / webs
(more) flooding more forest fires
famine
(more) drought loss of habitats
increased competition for dwindling resources
extreme weather events
(increased) melting of ice caps and glaciers

5(a) density = mass / volume 2 correct answer on its own = 2 marks
Accept density = 90 / 20 for the formula for

density
4.5 (g / cm3) Accept answers in table but answer line takes

precedence
5(b) B 2 Accept ecf from table
has very low / lowest density
6(a) conduction 1 Do not accept conductor
6(b) convection 1
6(c)(i) This is because wood is a good insulator. 1 Do not accept insulation
6(c)(ii) Copper is a metal, so it is a good conductor. 1 Do not accept conduction

7(a)(i) DNA 1 Accept genes
7(a)(ii) fuse 1 Accept join together / combine
Ignore mix together / add together
7(a)(iii) sperm (no marks) 2 If egg is given = 1 mark maximum
and any two from
sperm has either X or Y chromosomes / only the sperm can Accept one contains X and the other contains
contain Y chromosomes X or Y = 1 mark
the eggs only contain X chromosomes
presence of Y chromosome (in sperm) leads to male
presence of X chromosome (in sperm) leads to female
7(b)(i) variation 1
7(b)(ii) any one from 1
different genetic material Accept different genes / different DNA
different parents Accept idea of selective breeding

8(a) particles have more energy / particles move faster 2 Accept more frequent collisions / more successful
collisions / more energetic collisions = 2 marks
more collisions
8(b) use powdered zinc / higher concentration of acid 1 Accept use stronger acid
Accept shaking or stirring
Accept increase the surface area of the zinc
8(c) correct apparatus to measure volume of gas, e.g. gas 2 Accept name or drawing of apparatus
syringe, inverted measuring cylinder, upturned burette or
graduated test-tube
workable method Accept workable method mark if apparatus

collects but does not measure volume of gas
8(d) to stop (hydrochloric) acid from entering his eyes 1 Do not accept ‘to keep things from going in his
eye’ this is not sufficient

9(a) current splits at X 2 Accept current splits at Y and rejoins at

X = 1 mark
current rejoins at Y Accept current splits and rejoins = 1 mark
9(b) 2.8 circled in the table 1 Accept answer in the space, circled answer takes
precedence
9(c) A2 = 0.8 (A) 1 all three required for 1 mark

A3 = 0.8 (A)
A4 = 1.6 (A)
10(a) resistance = 3 2 each correct answer = 1 mark
ohms / Ω
10(b) decreases / get smaller 1

BLANK PAGE

Science paper 1
Stage 9
* 1 8 8 2 0 4 6 8 0 0 *
45 minutes
For Teacher’s Use
Page Mark
Name ………………………………………………….……………………….
1
2
Additional materials: Calculator
Ruler 3
READ THESE INSTRUCTIONS FIRST 4
Answer all questions in the spaces provided on the question paper. 5
6
You should show all your working on the question paper.
7
The number of marks is given in brackets [ ] at the end of each question
or part question. 8
9
The total number of marks for this paper is 50.
10
11
12
13
14
15
16
Total
SCIENCE_01_S9_7RP
© UCLES 2018
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 70 80 90 100
time in seconds
(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]

4
3 A class investigates food chains. For

Teacher’s
Use
They plan to sample insects in their school grounds using pitfall traps, pooters and sweep
nets.
thin cotton
sheet
pitfall trap pooter sweep net
(a) (i) 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

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]

6
4 Look at the circuit diagrams. For

Teacher’s
Use
A B C
D 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. For
Teacher’s
Use
H He
Li Be B C N O F Ne
Na Mg Al Cl
(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
(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]

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 ................... [1]
© UCLES 2018 S/S9/01

9
(b) Here is a diagram of the three varieties of offspring.
What should he do now to get more of the variety that have spots and stripes?
..........................................................................................................................................
......................................................................................................................................[2]

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 ......................................................... [1]
© UCLES 2018 S/S9/01

11
8 Look at the diagram. It shows some metals in order of reactivity. For

Teacher’s
Use
most reactive 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]

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 ......................................................... . [1]
(ii) Explain your answer.
..................................................................................................................................
..............................................................................................................................[1]
(b) Animal populations decrease when the trees are removed.
Give two reasons why.
1 .......................................................................................................................................
2 .......................................................................................................................................
[2]

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

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.
© UCLES 2018 S/S9/01

Science paper 2
Stage 9
* 9 8 5 4 4 1 8 5 2 6 *
45 minutes
For Teacher’s Use

Name ………………………………………………….………………………. Page Mark
1
Additional materials: Calculator
Ruler 2
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
or part question.
8
9
10
11
12
13
14
15
16
Total
SCIENCE_S9_02_8RP
© UCLES 2018
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 iron
soil
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
force 1 force 2
The part labelled A in the diagram is the .................................................. .
Look at the formula.
Z = force × distance
Z is called a .................................................. . [2]

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.
chemical
metal observation
symbol
lithium Li fizzes slowly
sodium Na fizzes quickly
fizzes very quickly and

potassium K
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.
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]

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 The small differences make some

differences. offspring better adapted than others.
Over time the population of a species

The small differences are inherited.
stays roughly the same.
The small differences can be seen in

Darwin called this evolution.
the parent and the offspring.
Over time, the appearance of a The weakest die and the best adapted
species changes. survive.
[2]
© UCLES 2018 S/S9/02

7
6 The timeline shows when some scientists made suggestions about the structure of the atom. For
Teacher’s
Use
..
Dalton Rutherford Schrodinger / Heisenburg
1803 1910 1926
400 BC 1904 1913
Democritus JJ Thomson Bohr

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]

8
7 Rajiv uses the internet. For

Teacher’s
Use
He finds information about different energy sources used in the USA in the year 2008.
percentage (%)
energy source
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

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.
population A
time
Which line, A or B, represents the size of the fox population? .................
..........................................................................................................................................
..........................................................................................................................................
[1]

10
9 Jamila and Ahmed investigate the rate of reaction between hydrochloric acid and magnesium. For
Teacher’s
Use
The diagram shows the apparatus they use.
measuring
cylinder
magnesium ribbon
water hydrochloric acid
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 volume of
concentration gas collected
of acid 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

11
(c) Jamila and Ahmed want to improve their experiment to get more accurate results. For
Teacher’s
Use
What improvement should they make?
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. [1]
10 Yuri wants to measure the current and voltage in an electrical circuit.
Complete the gaps in the table.
current voltage
unit amps
............................................
ammeter ............................................
measured with in in
series ............................................
circuit symbol for the

V
measuring device
[3]

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 magnesium magnesium magnesium

chloride hydride hydroxide 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]

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 volume of

mass of salt
solution salt solution
in g
in g 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?
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. For

Teacher’s
Use
1 has a segmented body go to 2
does not have a segmented body go to 4
2 has legs go to 3
does not have legs earthworm
3 has enlarged pincers (claws) at front of body crayfish
does not have pincers (claws) at front of body dragonfly nymph
4 length is more than three times its width roundworm
length is less than three times its width flatworm
The invertebrate is ..............................................................................................................[1]

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?
conduction convection evaporation radiation

[1]
(b) Explain why energy from the Sun can only be transferred to the Earth by this process.
..........................................................................................................................................
......................................................................................................................................[1]

of Cambridge.
© UCLES 2018 S/S9/02

Science mark scheme
Stage 9
SCIENCE_S9_MS_8RP
© UCLES 2018
2
scheme.
Only the science is being assessed so answers do not need to be grammatically correct.
alternative
forward from earlier working provided, the subsequent working is correct
© UCLES 2018 S/S9/MS

3
Stage 9 Paper 1 Mark scheme
Question 1
Part Mark Answer Further Information
(a) 2 water and carbon dioxide correctly reactants in either order
placed in first half of equation = 1 mark products in either order
oxygen and glucose correctly placed in Accept oxygen and sugar /

second half of equation = 1 mark carbohydrate
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 + carbon dioxide oxygen + glucose
(b) 1 leaves contain less chlorophyll / (idea Assume answer refers to

of) white parts do not photosynthesise / variegated leaves
leaves contain fewer chloroplasts
Accept (idea that) chlorophyll is
needed for photosynthesis
Accept less photosynthesis in

variegated leaves
Accept ora if green leaves

specified
Total 3
© UCLES 2018 S/S9/MS [Turn over

4
Question 2
(a) 2 Between 0 and 48 seconds the volume Accept gets bigger / goes up
of gas increases.
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
particles move faster fruitful collisions / more energetic
collisions = 2 marks
more collisions
Total 5
Question 3
(a) (i) 1 collecting equipment type of insect to be sampled Accept line from pooter to
insects in leaf litter which are
pitfall traps flying insects
active at night
pooters insects crawling on plants
sweep nets insects in leaf litter which

are active at night
(ii) 1 take more samples / repeat / take Ignore reference to fair test /
random samples / sample at different improve accuracy
times
(iii) 1 could transfer microbes from one Accept risk of infection
student to another / bacteria from one
student to another / the tube may be
sharp / tube may cut mouth
(b) (i) 2 / leaf / caterpillar / beetle
three organisms correct = 1 mark
correct arrows = 1 mark

(ii) 2 dish 1 beetle dead / leaf uneaten / three correct reasons = 2 marks
beetles do not eat leaves / beetles are
not herbivores two correct reasons = 1 mark
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 7
5
Question 4
(a) 3 circuit parallel series does all five correct = 3 marks
not
work three or four correct = 2 marks
A  two correct = 1 mark
B 
Ignore tick under series for
C  circuit C
D 
E 
(b) 2 D and E both required in either order
voltage (across each lamp) is the same Accept same current / same
/ same p.d. (across each lamp) power / same energy
Total 5
Question 5
(a) (i) 1 Ca Accept calcium but symbol takes
precedence
(ii) 1 C Accept carbon but symbol takes
precedence
(b) 1 Ne Accept neon but symbol takes
precedence
(c) (i) 1 3 Accept Group 13
(ii) 1 5
Total 5
Question 6
(a) 1 A and D both correct = 1 mark
(b) 2 each correct answer = 1 mark
select the spotted and striped fish / Accept select G / remove E and
remove the fish that just have stripes or F
just have spots
breed them together

Total 3

6
Question 7
(a) 3 mass each correct step = 1 mark
density = volume
12 / 3.2 Accept 12 / 3.2 =

2 marks
3.75 (g / cm3) Accept 3.75 with no working out

= 3 marks
(b) 1 g / cm3 Accept g cm−3 or g per cc
or g per ml or g / ml or g / cc
or g per cm3
Total 4
Question 8
(a) 2 all correct = 2 marks
copper and lead chloride
one correct = 1 mark
lead and silver nitrate 
two correct and one incorrect
magnesium and sodium chloride = 1 mark
tin and copper chloride  two incorrect = 0 marks
zinc and magnesium nitrate

(b) (i) 1 potassium / sodium Accept magnesium / lithium
(ii) 2 calcium calcium hydroxide reactants correct = 1 mark
+ water + hydrogen
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 5

7
Question 9
(a) 1 particles / molecules Accept atoms
(b) 1 (direction of) movement
(c) 2 Any two from each correct idea = 1 mark
(maximum two marks)
high(er) energy particles escape
at least one marking point must
the process is endothermic / involve particles
evaporation takes in energy
energy is required to overcome force of

attraction between particles
low(er) energy particles are left behind

Total 4
Question 10
(a) (i) 1 The amount of carbon dioxide Accept other words for increases
increases and the amount of oxygen and decreases, e.g. gets bigger
decreases or gets smaller
(ii) 1 (idea of) less photosynthesis
(b) 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
2 filtration
crystals / salt / calcium nitrate / solid

Total 2

8
Question 12
(a) (i) 1 100 (N / m2)
(ii) 1 goes down / decreases / less
(b) 1 4 (m2)
Total 3

9
Stage 9 Paper 2 Mark scheme
Question 1
(a) (i) 2 this range gives the best combination of Accept has most nitrogen
high element levels / phosphorus / potassium /
magnesium
below pH 4 lots of elements are in short
supply 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
(b) (i) 1 decomposers Accept bacteria / fungi /
microbes / microorganisms
(ii) 1 (recycles or releases or provides) Accept (recycles or releases or
minerals / nutrients provides) nitrogen / phosphorus
/ potassium / magnesium /
nitrates / ammonium compounds
/ phosphate
Total 5
Question 2
2 The part labelled A in the diagram is the each correct sentence = 1 mark
pivot / fulcrum.
Z is called a moment.
Total 2

10
Question 3
(a) 1 Any one from Accept
local name for eye protection,
wear eye protection / wear gloves / e.g. safety goggles
wear lab coat / only use small amount
of metal / safety screen / carry it out in a
fume hood
(b) 1 hydrogen Accept any indication of answer
but circle takes precedence
(c) (i) 1 potassium / K
(ii) 1 burst into flames / explodes / fizzes / Accept makes hydrogen / makes
makes a gas / floats on water rubidium hydroxide / melts / heat
released
Ignore colour of flame

Total 4
Question 4
1 statement order all in correct place = 1 mark
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
(1)
on the phone
the change in charge is

detected by the digital sensor 5
you touch the screen with your
finger 2
Total 1

11
Question 5
2 observation conclusion all four correct = 2 marks
Offspring of a species have small The small differences make some
differences. offspring better adapted than others.
two or three correct = 1 mark

Over time the population of a species
The small differences are inherited.
stays roughly the same.
one correct = 0 marks
The small differences can be seen in
Darwin called this evolution.
the parent and the offspring.
Do not accept one observation
Over time, the appearance of a The weakest die and the best adapted to two conclusions
species changes. survive.
Total 2
Question 6
(a) (i) 1 Dalton
(ii) 1 6 (years)
(b) 1 Any one from
(idea of) other scientists have provided

new evidence
(idea that) new explanations given to

same evidence
Total 3

12
Question 7
(a) 2 pie-chart Accept bar chart because not a
continuous variable = 1 mark
all data adds up to 100%
(b) 2 Any two from Accept specific examples, e.g.
more renewables
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 Accept one day coal will run out
slower than it is used up / not made as
conditions not same a millions of years Accept cannot be replaced in a
ago short time
Accept takes millions of years to

make
Ignore it cannot be used again

Total 6
Question 8
(a) 2 Any two from Accept named diseases / lack of
food source
reproduction / disease / famine / loss of
habitat / competition / adverse climate /
drought / pollution
(b) 1 B No marks for B without an
explanation
and
Accept there are fewer foxes
there are fewer predators than prey / than rabbits / the foxes lag the
the predators lag the prey rabbits
Total 3

13
Question 9
(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
3 each correct cell = 1 mark
current voltage
unit amps volts

.............................
both voltmeter and parallel

needed for 1 mark
ammeter voltmeter
.............................
measured
in in
with
series parallel
.............................
circuit
symbol
for the A V
measuring
device
Total 3

14
Question 11
(a) 3 each correct label = 1 mark
stigma
style
ovary
(b) 3 fertilisation each correct process = 1 mark
pollination
dispersal
Total 6
Question 12
(a) 1 exothermic
(b) (i) 1 hydrogen 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

15
Question 13
(a) 1 two or more ticks = 0 marks
0–1 g
1–5 g
1–20 g 
20–100 g
(b) 1 as mass of salt or mass of salt solution Accept ora

increases the volume increases
Accept as mass of salt increases
mass of solution increases
must refer to both variables

(c) 1 results more reliable / can check results Do not accept to improve
/ easier to spot anomalous results accuracy or precision
Ignore fair test

Total 3
Question 14
1 roundworm
Total 1
Question 15
(a) 1 electron
(b) 1 31 Accept 15 protons and
16 neutrons
Total 2
Question 16
(a) 1 radiation Accept any indication of answer
but circle takes precedence
(b) 1 (idea that) radiation can travel in space / Accept vacuum for space
conduction and convection need matter
Total 2

16
BLANK PAGE

of Cambridge.

Cambridge Secondary 1 Progression Test
Question paper
45 minutes
Science Paper 1 For Teacher’s Use

*2235012448*
Page Mark
Stage 9 1
Name ………………………………………………….………………………. 4
5
Additional materials: Ruler
6
Calculator
7
READ THESE INSTRUCTIONS FIRST
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 11

or part question.
12
The total number of marks for this paper is 50. 13
14
Total
DC (NH/SW) 93625/7RP
© UCLES 2014
2
1 Sodium and lithium are both elements in Group 1 of the Periodic Table. For
Teacher’s
Use
H He
hydrogen helium
1 2
Li Be B C N O F Ne
lithium beryllium boron carbon nitrogen oxygen fluorine neon
3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18
K Ca
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 inherited and
acquired
length of tail 9
scars on skin
eye colour
strength of muscles
[2]

4
3 A nut and bolt can be used to hold two pieces of metal together as shown in the diagram. For
Teacher’s
Use
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

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]

6
4 Calcium carbonate reacts with hydrochloric acid. For

Teacher’s
Use
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
hydrochloric acid water

calcium carbonate trough
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

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]

8
6 Car tyres are filled with air. For

Teacher’s
Use
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

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]

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.
Arctic ringed polar

phytoplankton zooplankton
cod seal 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]

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 after 5 years

tree mass = 25 kg tree mass = 100 kg
soil dry mass = 140 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
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
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

Question paper
45 minutes
For Teacher's Use

Science Paper 2 Page Mark
*7557451491*
Stage 9 2
3
4
Name ………………………………………………….………………………. 5
6
Additional materials: Ruler 7

Calculator 8

10
11
13
The number of marks is given in brackets [ ] at the end of each question or
part question. 14
15
16
17
18
Total
DC (SJF/SW) 93624/3RP
© UCLES 2014
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 .................................................... . [1]
© UCLES 2014 S/S9/02

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.
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
[2]

4
3 The table shows some information about the elements in Group 7 of the Periodic Table. For
Teacher’s
Use
element chemical formula of melting point speed of
symbol molecule in °C reaction with
iron
fluorine F F2 –220 very fast
chlorine Cl Cl2 –102 fast
bromine Br Br2 –7
iodine I I2 very slow
astatine At 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]

6
5 This question is about density. For

Teacher’s
Use
(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

7
(c) This piece of rock had broken off a much larger rock. For
Teacher’s
Use
Maria thinks that the density of the larger rock will be the same as the density of her
piece.
Is she correct?
Circle your answer.
yes no
..........................................................................................................................................
..........................................................................................................................................
......................................................................................................................................[2]

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 temperature at end

in °C 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]

10
(b) Ruben brings a small plastic ball with a negative charge close to the top of the For
Teacher’s
Van de Graaff generator. Use
The ball is hanging on a string.
+
+ + E string
+ +
+ + ball
– –
H F
– –
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

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]

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 50 35 25 2
of years ago
height in cm 40 55 100 175
number of 36 30 38 36
rib bones
(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]

14
(b) Calculate the pressure on the ground from an elephant. For

Teacher’s
Use
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

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

broad leaved trees, grasses, large and small
0 – 700
flowering plants, cacti, sugar cane
pine trees, grasses, large and small flowering
700 – 2000
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]

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.
voltage of cell average current

in V in A
1 0.6
2 1.1
3 1.8
4
5 3.1
(i) Plot the results on the grid.
4.0
3.0
average current
in A 2.0
1.0
0
0 1 2 3 4 5
voltage of cell in V
[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 [1]

18
12 Aluminium reacts with iron oxide to form aluminium oxide and iron. For
Teacher’s
This reaction gives out heat. Use
(a) What type of reaction is this?
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]
© UCLES 2014 S/S9/02

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 Also accept Do not accept

Units are not given 1.85 m Correct conversions 1.85
on answer line and provided the unit is
the question does not stated, e.g. 185 m
specify a unit 1 m 85 cm
185 cm
1850 mm
0.00185 km
If the unit is given on .......1.85.......m Correct conversions, .......185.......m

the answer line, e.g. provided the unit is .......1850.......m
............................m stated unambiguously, etc
e.g. .....185 cm ..... m
If the question states 1.85 m 1.85 185; 1850
the unit that the 1 m 85 cm
answer should be Any conversions to
given in. e.g. other units.
“Give your answer in
metres”

3
Stage 9 Paper 1 Mark Scheme
Question 1
(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 Accept melts

hydroxide / alkali
reaction slower than with sodium
floats / moves (on the surface)

Total 5

4
Question 2
(a) 3 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 how it is developed three correct rows = 2 marks
inherited acquired inherited
only only and one or two correct rows = 1 mark
acquired
length of tail 9 two ticks in same row = incorrect
scars on skin 9
eye colour 9
strength of muscles 9
Total 5

5
Question 3
(a) 2 clockwise moment(s) equal to this idea clearly described
anticlockwise moment(s) = 1 mark
clockwise moment(s) equal to this idea = 2 marks

anticlockwise moment(s)
for a system to be balanced 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

50 × 0.3 wrong answer = 1 mark
(b)(ii) 2 the force or push can be exerted further Accept idea that the distance
from the pivot between the pivot or nut or bolt
and the force will be greater
Accept worked example for

(so) increasing the moment (with the 2 marks, e.g. 50 multiplied by a
same force) number bigger than 0.3 and the
correct result (units not required)
Total 6

6
Question 4
(a) 1 calcium carbonate + hydrochloric Accept reactants in any order
acid calcium chloride + carbon and products in any order
dioxide + water Accept = in place of
Accept correct use of symbols

CaCO3, HCl, CaCl2, CO2 and
H2O
(b) 2 volume of gas collected Accept examples such as time to

collect 25 cm3 of gas / volume of
time taken to collect gas gas collected in 10 seconds for
2 marks if both quantities are
referred to on one answer line
(c) 2 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 Accept either statement but if
for same time both given on separate answer
lines then award 1 mark
Total 5

7
Question 5
(a) 2 Any two from:
insects visit flowers / attracted to flowers Accept insects feed on nectar
pollen sticks to insects Accept named body part
insects transfer pollen to other flowers / Accept insects transfer pollen

pollination between plants / flowers for
2 marks
(b)(i) 1 float on water / stick to (fur or feathers Accept any correct description of
of) animals / eaten (in fruit) by animals / one method
buried by animals / explosive release
(b)(ii) 1 Any one from:
plants can grow in more places Accept idea that the species can
spread out
offspring not competing with parents
(for minerals / water / light) Accept idea of reduced
competition between members of
same species
Total 4
Question 6
(a) 2 particles (in gas) collide with walls Accept molecules / atoms for
particles
Accept collide with tyre or

surface
(the collisions) cause a force Accept bounce off for collide
(b) 2 increase no mark no mark for increase but each

mark for explanation dependent
on it
Any two from:
particles moving faster / have more no marks if state pressure

energy decreases
more frequent collisions (with tyre Ignore reference to change on

surface or wall) outside of tyre
causes greater force

Total 4

8
Question 7
(a) 2 particles with greatest energy escape Accept molecules instead of
= 1 mark particles
lowering the (average) energy of the
liquid / particles left = 1 mark 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 4

9
Question 8
(a) 2 white fur:
camouflage to help catch prey 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 Ignore reference to hearing

reduce surface area (to volume ratio) to
reduce heat loss
(b) 1 energy is lost along the food chain / not Accept less food available
enough energy to sustain as many of
them / less energy available
(c) 1 less affected by changes in seal Accept can get more food
population / can obtain more energy
Total 4
Question 9
(a) 1 more than one box ticked
A 1 = A2 = A3 = 0 marks
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 Accept the idea that the

resistance lamp resistance of any component
replacing L2 must be lower
Ignore references to ammeters /

wires / L1 / power / removing L2
Total 3

10
Question 10
(a) 2 75 (kg) Accept correct answer with no
working for 2 marks

100 – 25 wrong answer = 1 mark
(b) 2 correct use of data to show that mass Ignore reference to water
increase of tree is greater than mass
decrease of soil = 2 marks
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
(a) 1 period 3
(b)(i) 1 column 7 shaded 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

11
Question 1
(a) 3 Plants take in carbon dioxide from the 1 mark for each correct answer
air to make glucose.
This process uses energy from sunlight

and is called photosynthesis
(b) 1 both answers needed for 1 mark
Plants also take in substances like Accept Plants also take in

nitrate through the roots which they substances like oxygen through
can use for growth the roots which they can use for
respiration
Total 4
Question 2
2 two correct lines
= 2 marks
Electrons are negatively
charged and have a smaller
mass than the alpha particle. one correct line
= 1 mark
Most alpha particles
go straight through
metal foil. two lines come from
one observation
The nucleus takes up very
little space in the atom. = incorrect
Some alpha particles
are deflected back
from metal foil.
The nucleus is positively

charged and has a greater
Total 2

12
Question 3
(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
(a) 1 bacteria
(b) 2 release minerals or nutrients into soil Accept named mineral e.g.
nitrate / phosphate
Ignore nitrogen / phosphorus
(these minerals or nutrients) are taken Accept used by new plants to

up by new plants grow
(c) 1 not enough oxygen in soil / Accept no oxygen in soil
decomposers die / roots cannot respire
/ no more minerals produced Accept microorganisms /
bacteria / fungi instead of
decomposers
accept nutrients for minerals

Total 4

13
Question 5
(a) 1 density = mass / volume 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 no mark for yes or no but
explanation (2 points) must
contains the same material match
density depends on type of material / If both yes and no circled then

does not depend on size 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 6

14
Question 6
(a) 1 gives out heat / gives out energy Accept the surroundings get
warmer
(b) 2 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 9
if ticks in both columns answer is
incorrect
(c) 1 D more than one letter circled
= 0 marks
Total 4
Question 7
(a) 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 / Accept to make it safe
(electric) shock / sparks / fire risk
Total 3

15
Question 8
(a) 1 some animals fit into more than one Accept correct named examples
group / some animals can walk and with description e.g. a duck can
swim / swim and fly / walk swim and fly / walk, swim and fly
some animals cannot walk swim or 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
(a) 2 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
160 000 Accept 1.6 × 105
Accept correct answer with no

working for 2 marks

wrong answer = 1 mark
N / m2 Accept N m–2 or Pa or Pascals

Total 5

16
Question 10
(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) Ignore climate change without
temperatures are rising / earth is qualification
warming up / increase in carbon dioxide
Total 3
Question 11
(a) 2 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 Ignore safety / electric shock
the scale (of his ammeter) / will not
cause the lamp to fail / will not cause
overheating
(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 Accept best fit line through
points incorrectly plotted points
(d) 1 in range 2.3 – 2.5 (A) Accept value derived from
incorrect line
Total 7

17
Question 12
(a) 1 displacement
(b)(i) 2 one mark each product Accept products in either order
zinc+copper sulfate Æ zinc sulfate Accept Cu instead of copper and

copper ZnSO4 instead of zinc sulfate
(b)(ii) 1 copper is less reactive than zinc / Accept reverse argument
copper is below zinc in the reactivity
series answer must be comparative
e.g. copper is not reactive or
copper is near the bottom of the
reactivity series is insufficient
Total 4

18
BLANK PAGE

1
For
Teacher's
Use
45 minutes
Science Paper 1 For Teacher's Use

Page Mark
1
Stage 9 2
3
4
Name ………………………………………………….……………………….
5

7
8
9
The number of marks is given in brackets [ ] at the end of each question 11
or part question.
12
The total number of marks for this paper is 50. 13
14
15
16
17
18
Total
V1
© UCLES 2011 P110/01/A/M/11

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.
melting point boiling point state at room size of atom

element
in °C in °C temperature (comparison)
fluorine -188 gas
chlorine -102 -34
bromine -7 liquid
iodine 114 184 solid
(a) There is a trend in the melting and boiling points of these elements.
Use this trend to predict:
(i) the melting point of fluorine °C [1]
(ii) the boiling point of bromine °C [1]
(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. For

Teacher's
It has the electronic structure of 2.7 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 For
Teacher's
into some modelling clay Use
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 masses modelling clay

different areas
ruler
© UCLES 2011 P110/01/A/M/11

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]

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
(b) Nina investigates three different fuels. Use
She uses this apparatus.
thermometer
water calorimeter
spirit burner
She burns 1g of fuel each time.
starting temperature
final temperature
fuel temperature change
in °C
in °C 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]

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 [1]
© UCLES 2011 P110/01/A/M/11

9
5 Sunita uses a spanner to turn a nut. For

Teacher's
direction of turn Use
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]

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
For
Teacher's
7 Photosynthesis takes place in green leaves. Use
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]

12
(c) Tomas knows light is needed for photosynthesis. He wants to find out what For
Teacher's
happens to photosynthesis in different coloured light. Use
He uses this equipment.
blue light red light green light
pond weed
Bubbles of gas are produced during photosynthesis.
Tomas counts the number of bubbles produced in a minute.
number of bubbles of
colour of light
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]

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
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
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]

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.
[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.
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]

18
11 Erik has a solid cube of aluminium. For

Teacher's
He knows that its mass is between 10 g and 20 g. Use
(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 • Put the cube into an empty

of 0–100 g measuring cylinder.
• Use scales with a range • Measure the length of the

of 0–1000 g cube with a ruler.
• Use scales with a range • Find the volume of the

of 0–10 kg 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
8
9
Answer all questions in the spaces provided on the question paper. 10
12
or part question. 13
14
15
16
17
18
19
20
Total
V1

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 . [2]
© UCLES 2011 P110/02/A/M/11

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]

4
2 Sami investigates this parallel circuit. For

Teacher's
Use
position 5
position 4 lamp 4
A
ammeter position 3 lamp 3
position 2 lamp 2
position 1 lamp 1
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 current in
ammeter amps
1 0.10
2 0.15
3 0.10
4 0.10
© UCLES 2011 P110/02/A/M/11

5
(a) Suggest why one reading was different. For

Teacher's
Use
[1]
(b) Use the results in the table to predict the current in position 5.
amps [1]
(c) Sami removes lamp 1 from the circuit.

Predict the current in position 5 now.
amps [1]

6
3 Kylie investigates the importance of the elements contained in mineral salts for For
Teacher's
plants. Use
Here are her results.
all mineral salts all mineral salts

all mineral salts
all mineral salts without without
without nitrogen
phosphorus magnesium
healthy and fully weak shoots and

small plant yellow leaves
grown roots
(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. For
Teacher's
Use
(i) The plant given all the mineral salts without nitrogen looks
because nitrogen is needed for
. [1]
(ii) The plant given all the mineral salts without phosphorus is
because phosphorous is needed for . [1]
(iii) The plant given all the mineral salts without magnesium is
because magnesium is needed for . [1]

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 negative opposite
positive repelled the same
The duster is . The dust has
charge so it is to the duster. [2]
(ii) Electrostatics can be a problem.
Give one example.
[1]

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 observation with water observation with acid
bubbles of gas and metal

zinc no reaction
slowly react
it floats and then a flame is
potassium —
seen
reacts quickly producing
calcium bubbles of gas
many bubbles of gas
platinum no reaction no reaction
a few bubbles of gas when

nickel no reaction
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
For
Teacher's
6 (a) Anneka puts a piece of magnesium in a solution of copper sulfate. Use
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]

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
(ii) The diagram shows the particles in and above the beaker of warm water. Use
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]

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 [2]
© UCLES 2011 P110/02/A/M/11

15
9 Davinder investigates the reaction between magnesium and hydrochloric acid. For
Teacher's
Magnesium chloride and hydrogen are made. 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?
[2]
(ii) How could he make sure his results are reliable?
[1]

16
For
Teacher's
(c) The table shows his results. Use
total volume of gas in

time in seconds
syringe in cm3
0 0
20 30
40 45
60 55
80 60
100 60
70
60
50
40
total volume
of gas in 30
syringe / cm³
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 [1]
© UCLES 2011 P110/02/A/M/11

17
(iv) Complete this sentence. For

Teacher's
Use
The reaction is fastest between seconds and seconds. [1]
(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]

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 V [1]
© UCLES 2011 P110/02/A/M/11

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 [2]

11 Organisms inherit characteristics from their parents. For
Teacher's
Use
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]
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 1.85 m Correct conversions 1.85

answer line and the provided the unit is
question does not stated, e.g. 185 m
specify a unit 1 m 85 cm
185 cm
1850 mm
0.00185 km
If the unit is given on ……1.85…… m Correct conversions, ……185…… m

the answer line, e.g. provided the unit is ……1850…… m
………………… m stated unambiguously, etc.
e.g. ……185 cm…… m
If the question states 1.85 m 1.85 185; 1850

the unit that the answer 1 m 85 cm
should be given in, e.g. Any conversions to
“Give your answer in other units.
metres”
© UCLES 2011 P110/02/A/M/11

3
Question 1
(a) (i) 1 any temperature below -102°C Accept ‘less than’ -102°C
(ii) any temperature between -33°C and Accept: between -33°C and 183°C.
1
183°C
(b) (i) 1 gas
(ii) 64
99
1
114
133
(c) x 1 mark for three electron shells

1 mark for eight x’s in second electron
x shell
x x 1 mark for seven x’s in outer electron
x shell
x x
3 x x
x x
x
x x
x
x x
Total 7
© UCLES 2011 P110/02/A/M/11

4
Question 2
(a) (i) Put wooden block (and masses) on both correct = 2 marks
modelling clay and measure size of 1 mark each
dent.
2
Repeat with different sized wooden
blocks / different masses
(ii) area of block Accept:

mass in grams / weight in Newtons ‘size’ of block
1
depth of dent ‘number’ of masses / size of mass
any 2 measurements = 1 mark
(iii) 1 reduce error / reliable Accept to check results.
(b) example of type of table: 1 mark for table with headings with
suitable measurements
area of block force / depth of dent 1 mark for correct units for headings
in suitable unit weight in in suitable given
e.g. cm3 N unit e.g. mm
Accept measurements given in 1 (a)

2 (ii) even if incorrect.
Total 6
Question 3
(a) 1 exothermic accept any clear indication.
(b) (i) temperature of change of ethanol = both needed for 1 mark

1 18
final temperature of propanol = 41
(ii) propanol both fuel and reason needed for 1

mark
1 reason - greatest temperature change
Accept different fuel if incorrect final
temperature calculated in 4b(i).
Total 3
© UCLES 2011 P110/02/A/M/11

5
Question 4
(a) thick coating on stem (accept ‘leaf’) / any 2 adaptations linked to how they
thick outer layer of stem (accept ‘leaf’) help = 2 marks
to reduce water loss 1 adaptation linked to how it helps = 1
spines / no leaves to reduce water mark
loss
2
swollen stem to store water
deep roots to reach underground
water
branching / many roots to collect
surface water
(b) long beak to reach inside flowers any 1 = 1 mark

1 have wings to stay in one position /
reach the flowers / hover
Total 3
Question 5
(a) 1 800 Ncm Accept any clear indication.
(b) hold the spanner nearer the end / use Accept: oil the pivot / nut.
1 a longer spanner Accept: increase the force applied
(e.g. get someone else to help).
(c) see-saw / crow bar / wheel barrow Allow any suitable equipment that
1 contains a pivot.
Accept arm.
Total 3
© UCLES 2011 P110/02/A/M/11

6
Question 6

electron
(a) all 4 labels = 2 marks
neutron or X 2/3 labels = 1 mark
proton 1 label = 0 marks
2
X neutron or
proton
nucleus
(b) 1 nucleus Accept proton / neutron.
Total 3
© UCLES 2011 P110/02/A/M/11

7
Question 7
(a) carbon dioxide + water glucose + 1 mark for correct reactants in either
oxygen order
2
1 mark for correct products in either
order
(b) each correct answer = 1 mark

1 mark for 2 correct and 1 incorrect
Photosynthesis is carried answer
out by producers. more than three boxes ticked =
2 0 marks
Photosynthesis takes
place in chloroplasts.
(c) (i) repeat the investigation (and calculate Accept use of a longer time period.
1
a mean)
(ii) 100 correct bars = 1 mark

correct labelling of colours and y-axis
90
with number of bubbles (per minute) =
Number of bubbles (per minute)
80 1 mark
Accept correct bars in any order.
70
60
2 50
40
30
20
10
blue red green
(iii) photosynthesis is most effective in

1 blue light / photosynthesis is least
effective in green light
(iv) Leaves are green as they reflect the

1 green light. / So green light is not
absorbed.
Total 9
© UCLES 2011 P110/02/A/M/11

8
Question 8
(a) (i) 1 conduction Accept any clear indication.
(ii) (idea of) increased kinetic energy

1
causes particles to vibrate more
(b) 1 convection
Total 3
Question 9
(a) (i) one period shaded Accept any horizontal shading even if
1
line is incomplete.
(ii) Any from: Accept any names of metals, e.g.

1
Li , Be, Na, Mg, Al, K, Ca lithium, magnesium, etc
(b) (i) Group I correctly shaded, e.g.
1 Li Be
Na Mg
K Ca
(ii) number of electronic shells increases any 1 = 1 mark

increasingly reactive Accept examples of increasing
1 atomic mass increases reactivity, e.g. reacts more violently
boiling point decreases, with water.
atomic number / size increases
Total 4
© UCLES 2011 P110/02/A/M/11

9
Question 10
(a) 1 boxes drawn with C B D A correct order = 1 mark
(b) new plants grow away from parent /

1
less competition
(c) (i) wind

2
light / have wings / structures to help
them to be carried by the wind
(ii) 1 Date – eaten by animals who throw Accept released in faeces for date.
2 the seeds away.
2 Sandbur – stick to animal fur / body
Total 6
Question 11
(a) • Use scales with a range both answers correct = 1 mark

of 0–100 g Accept any clear indication of the
answer.
1
• Measure the length of the cube
with a ruler.
(b) 2.7 1 mark for each

2
g / cm3 13.5
Accept 5 for 1 mark.
Total 3
© UCLES 2011 P110/02/A/M/11

10
Question 1
(a) Predator: predator = 1 mark

pike / water beetle / water boatman / correct prey for the predator = 1 mark
tadpole
Prey:
pike – water beetle / water boatman
2
water beetle – tadpole
water boatman – tadpole / water flea
tadpole – water flea
(b) (i) green algae / pond weeds (water any one

flea) tadpole water beetle
green algae / pond weeds (water

1
flea) tadpole water boatman
green algae / pond weeds (water

flea) water boatman pike
(ii) arrow from left to right

1
(c) (i) increase each correct answer = 1 mark

2
because they have more food
(ii) fewer water beetles / water boatman Ignore reference to green algae or
1 or pond weeds.
more tadpoles / water fleas
(d) break down dead / decaying Do not accept ‘breakdown’ alone.

1
organisms
Total 8
© UCLES 2011 P110/02/A/M/11

11
Question 2
(a) 1 different lamps / wires / resistance Accept different current.
(b) 1 0.45 (amps) Accept 0.40 (amps).
(c) 0.35 (amps) Accept 0.30 (amps) if 0.40 (amps)

1
given in (b).
Total 3
Question 3
(a) control / for comparison of normal

1
growth / to see if there is a difference
(b) height of plant / number of leaves / Accept examples of any reasonable

size of leaves / number of flowers / measurement.
1
length of roots / number of branches
on roots / mass of plant
(c) (i) small / has very little growth correct observation and reason = 1
1 (nitrogen is needed for) growth / to mark
make proteins / to make enzymes
(ii) small / weak correct observation and reason = 1

1 (phosphorous is needed for) root mark
growth / energy storage / energy use
(iii) yellow correct observation and reason = 1

(magnesium is needed for) mark
1
photosynthesis / to produce
chlorophyll
Total 5
© UCLES 2011 P110/02/A/M/11

12
Question 4
(a) 5 correct = 2 marks

Statement True False
3/4 correct = 1 mark
The balloons have 1/2 correct = 0 marks
different charges and so
repel each other.
The balloons have a

neutral charge so repel
each other.
2 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.
(b) (i) (The duster is) charged / positive / Accept:

negative. (The dust has) opposite The duster is positive. The dust has
(charge so it is) attracted (to the negative charge.
duster.) or
The duster is negative. The dust has
2 positive charge.
Accept ‘stick’ for ‘attracted’.

3 correct = 2 marks
2 correct = 1 mark
1 correct = 0 marks
(ii) clothes clinging / (static) shocks Accept any situation where

1 electrostatics are a nuisance or
dangerous, e.g. refuelling / flour mills.
Total 5
© UCLES 2011 P110/02/A/M/11

13
Question 5
(a) potassium Accept correct chemical symbols

calcium instead of names.
1 zinc
nickel
platinum
(b) 1 sodium / lithium
(c) not safe / (too) dangerous / too Accept: It is more reactive than when
1
reactive / explosive it is in water.
Total 3
Question 6
(a) The metals change places. / Copper Accept: ‘Magnesium has taken the
1
replaces magnesium. place of the copper.’
(b) magnesium + lead nitrate lead + correct reactants in either order = 1

magnesium nitrate mark
2
correct products in either order = 1
mark
(c) Sodium is more reactive. / Copper is Accept: sodium is above copper in the
1
less reactive. reactivity series.
Total 4
© UCLES 2011 P110/02/A/M/11

14
Question 7
(a) temperature measured at start and

1
end (with a thermometer)
(b) (i) 1 evaporation Do not accept ‘boiling’.
(ii) The particles in warm water are each correct answer = 1 mark
gaining kinetic energy.
The particles in warm water with

If 4 statements are ticked and 3
the most kinetic energy escape. correct = 2 marks
The particles in warm water with correct = 1 mark
the least kinetic energy escape.
The particles in warm water with correct = 0 marks
3 less kinetic energy are left behind. 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
Arachnid A – Coddil Each name = 1 mark

2
Arachnid B – Dorril
Total 2
© UCLES 2011 P110/02/A/M/11

15
Question 9
(a) magnesium + hydrochloric acid reactants in either order

1
magnesium chloride + hydrogen products in either order
(b) (i) wear safety goggles to protect eyes safety precaution = 1 mark
from acid / broken glass reason = 1 mark
2
tie hair back so it will not fall into acid
wear lab coat / gloves to protect from
acid
(ii) 1 repeat / calculate a mean
(c) (i) 1 all points plotted correctly
(ii) 1 suitable line joining all points
(iii) 80 (seconds) Accept any value between 70 and 80.

1 Accept correct value from incorrectly
drawn graph in (c) (i)
(iv) 0 (and) 20 Accept any value between 0 and 20,

1
e.g. 0 to 1.
(d) Use a less concentrated 3 correct = 2 marks

hydrochloric acid. 2 correct = 1 mark
1 correct = 0 marks
Add a catalyst. If 4 boxes ticked, 3 correct = 1 mark
If 4 boxes ticked, 2 correct = 0 marks
Use the same mass of If 5/6 boxes ticked = 0 marks
magnesium but as a fine
powder.
2
Use the same mass of
magnesium but as one large
lump.
Increase the temperature of

the acid.
Decrease the temperature of
the acid.
Total 10
© UCLES 2011 P110/02/A/M/11

16
Question 10
(a) correct labelling (A / ammeter) and

position of ammeter
(anywhere in series circuit) = 1 mark
lamp 1
A
lamp 2
V
(b) 1 2.65 Accept answer in the range 2.6–2.7
(c) A each correct circuit = 1 mark
2 If 3 given and 2 are correct = 1 mark

C If 3 given and 1 is correct = 0 mark
more than 3 given = 0 mark
Total 4
Question 11
(a) Accept any clear indication of correct

1 nucleus
response.
Total 1
© UCLES 2011 P110/02/A/M/11

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Science

No additional materials are needed.

1 Look at the diagram of a plant.

It shows the movement of water through the plant.

Water is lost from the leaves

Water enters the root hair cells

(a) Complete the three labels on the diagram. [2]

Write down the name of the mineral needed to make chlorophyll.

2 Look at the diagram.

It shows part of the Periodic Table.

(c) Hydrogen and oxygen react together to make molecules of water.

Write down the type of bonding in a water molecule.

© UCLES 2022 S/S9/01

3 Angelique investigates four sounds A, B, C and D using an oscilloscope.

Look at her oscilloscope traces.

(a) Circle the loudest sound.

(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

(c) Circle the sound with the highest pitch.

(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

© UCLES 2022 S/S9/01 [Turn over

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.

average mass average radius average luminosity

O blue 60 15 1 400 000

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

Write down the star type and the colour of Rigel.

© UCLES 2022 S/S9/01

• Clouds of dust and gas collapse due to gravity.

(ii) Charon is a satellite moon of the dwarf planet Pluto.

© UCLES 2022 S/S9/01 [Turn over

5 Pierre investigates photosynthesis.

• puts a small strip of black paper across part of the leaf

(a) Ethanol is a flammable liquid.

Describe how Pierre safely heats each test-tube containing ethanol.

(b) When starch is present iodine turns black.

Look at the results.

Starch is made after photosynthesis happens.

© UCLES 2022 S/S9/01

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.

© UCLES 2022 S/S9/01 [Turn over

7 Carlos heats water in a cooking pan.

(b) Carlos puts a lid on his cooking pan.

The water in the cooking pan heats up faster.

(c) Some pans have steel handles.