Cambridge O Level

* 9 1 3 6 3 4 2 1 1 5 *

COMBINED SCIENCE 5129/32

Paper 3 Experimental Skills and Investigations October/November 2023

1 hour

You must answer on the question paper.

No additional materials are needed.

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.

INFORMATION
● The total mark for this paper is 40.
● The number of marks for each question or part question is shown in brackets [ ].

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

DC (CE/CGW) 321949/3
© UCLES 2023 [Turn over
 2

1 Starch is broken down by the enzyme amylase.

A student investigates the effect of changing the temperature on the time taken for starch to be
broken down by amylase.

The student:

• places 10 cm3 of starch solution into a test-tube

• places 2 cm3 of amylase solution into a different test-tube
• places both test-tubes in a water-bath at 20 °C
• starts a stop-watch and mixes the two solutions together
• checks the temperature of the mixture and adds iodine solution
• records the time it takes for the starch to be broken down.

The student repeats this procedure at different temperatures of the water-bath.

(a) (i) The student checks the temperature of the water-bath before placing the test-tubes in it.

State the name of the apparatus that the student uses to check the temperature of the
water-bath.

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

(ii) The volumes of the solutions stay constant for each repeat of this procedure.

State two other variables that must stay constant in this investigation.

variable 1 ...........................................................................................................................

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

© UCLES 2023 5129/32/O/N/23

 3

(b) The student repeats the procedure at temperature intervals of 5 °C and records the results in
the table shown as Table 1.1.

Table 1.1

time taken for starch to be

temperature
broken down / s
20 180 seconds

25 120 seconds

30 90 seconds

35 60 seconds

40 60 seconds

45 90 seconds

(i) Identify two errors that the student makes in the table.

error 1 ................................................................................................................................

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

error 2 ................................................................................................................................

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

(ii) The student concludes that the amylase breaks down starch in the shortest time at a
temperature between 35 °C and 40 °C.

Describe how the student now changes the investigation to find a more accurate value
for this temperature.

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

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

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

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

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

..................................................................................................................................... [3]

© UCLES 2023 5129/32/O/N/23 [Turn over

 4

(c) The student uses the iodine solution to show that starch is present.

(i) State the colour that iodine solution turns in the presence of starch.

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

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

(ii) Amylase breaks down starch into a reducing sugar.

State the test for a reducing sugar and the observation for a positive result.

test ....................................................................................................................................

observation ........................................................................................................................

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

[Total: 11]

© UCLES 2023 5129/32/O/N/23

 5

2 A student investigates the use of electrical energy to heat water.

Fig. 2.1 shows the apparatus used.

supply voltage

test-tube

water

coil of wire

Fig. 2.1

A coil of wire is wrapped around the test-tube. When the switch is closed, there is a current in the
circuit. The coil becomes hot and this heats water in the test-tube.

(a) A teacher suggests wrapping the test-tube and coil of wire with electrical insulating tape.
Electrical insulating tape is shown in Fig. 2.2.

electrical insulating tape

Fig. 2.2

Suggest why this is a suitable safety precaution.

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

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

(b) State the name of the meter shown in Fig. 2.1 that measures the electrical current.

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

© UCLES 2023 5129/32/O/N/23 [Turn over

 6

(c) The student sets the supply voltage at 4.0 V. Fig. 2.3 shows the reading on the meter shown
in Fig. 2.1 on page 5.

1.0 1.2
0.6 0.8 1.4
0.4 1.6
0.2 1.8
0 2.0

Fig. 2.3

(i) Read and record the current.

current = ..................................... A [1]

(ii) Calculate the electrical power in the coil of wire when the voltage is set at 4.0 V. Use the
equation:

power = voltage × current

Record your answer in Table 2.1.

[1]

(d) The student:

• measures the time for the temperature of the water in the test-tube to increase by 5.0 °C
• calculates the power
• repeats the procedure using fresh water and supply voltages between 6.0 V and 12.0 V.

The results are shown in Table 2.1.

Table 2.1

voltage / V power / W time / s

4.0 ................ 130
6.0 6.0 80
8.0 10.7 40
10.0 17.0 25
12.0 24.0 20

Plot a graph of time on the y-axis against power on the x-axis on the grid provided in Fig. 2.4.

Draw the curved line of best fit through your points. [4]
© UCLES 2023 5129/32/O/N/23
 7

Fig. 2.4

(e) Describe the relationship shown in the graph.

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

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

© UCLES 2023 5129/32/O/N/23 [Turn over

 8

(f) The teacher states that, due to convection, the water in the test-tube is hotter at the top.

(i) Suggest why this may be a cause of uncertainty in the student’s measurements.

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

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

(ii) Suggest one improvement to the procedure to ensure that the water is at an even
temperature throughout the test-tube.

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

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

[Total: 11]

© UCLES 2023 5129/32/O/N/23

 9

3 A student investigates the reaction between dilute hydrochloric acid and copper(II) carbonate.

Dilute hydrochloric acid is a colourless solution.

Copper carbonate is a green solid.

The student:

• places dilute hydrochloric acid in a conical flask

• adds 1.0 g of copper(II) carbonate solid into the flask
• quickly attaches a bung connected to a delivery tube.

Bubbles of gas are seen (effervescence).

A green solid and a blue solution are left in the flask at the end of the experiment.

The apparatus is arranged as shown in Fig. 3.1. This is apparatus A.

delivery tube cm3

0
collected gas

X
mixture of dilute
hydrochloric acid and
copper(II) carbonate 50 trough of
water

Apparatus A

Fig. 3.1 (not to scale)

A gas is collected.

(a) (i) State the name of the piece of apparatus labelled X.

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

(ii) State the volume of the gas collected in Fig. 3.1.

volume of gas collected = .................................................. cm3 [1]

© UCLES 2023 5129/32/O/N/23 [Turn over

 10

(b) The student repeats the experiment using a tap funnel as shown in Fig. 3.2. This is
apparatus B.

tap funnel
dilute
hydrochloric
acid cm3
tap 0

reaction
mixture
50

apparatus B

Fig. 3.2 (not to scale)

The dilute hydrochloric acid is added to the funnel and then the tap is turned to allow acid
to drop into the flask. The same volume of acid is added to apparatus B as is added to
apparatus A.

Apparatus B collects more gas than apparatus A when all the other variables are kept
constant.

Explain why.

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

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

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

© UCLES 2023 5129/32/O/N/23

 11

(c) The student tests the collected gas.

Table 3.1 shows the tests and the observations made for the collected gas.

Table 3.1

test observation
damp universal indicator paper is placed in the gas the indicator turns yellow
a lighted splint is placed in the gas the flame goes out
the gas is passed through limewater the limewater turns milky

Name the collected gas.

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

(d) At the end of the experiment, the student:

• separates the green solid from the mixture in the flask

• washes and dries the green solid
• measures its mass.

(i) State the method that is used to separate the green solid from the liquid in the mixture.

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

(ii) Suggest a possible mass of the solid that is obtained.

Explain the reason for your suggestion.

possible mass of solid = ............................................................ g

explanation ........................................................................................................................

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

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

© UCLES 2023 5129/32/O/N/23 [Turn over

 12

(e) The student then investigates the effect of changing the concentration of hydrochloric acid on
the volume of gas produced in 60 seconds.

Table 3.2 shows the results.

Table 3.2

concentration of hydrochloric acid volume of gas produced in

g / dm3 60 seconds / cm3
4.1 9
6.0 15
7.9 10
9.8 25

............... 30
13.6 35
15.5 41

(i) One of the concentrations of dilute hydrochloric acid is not recorded in the table.

Suggest the concentration of dilute hydrochloric acid used to obtain 30 cm3 of gas in
60 seconds.

Give a reason for your answer.

suggested concentration = ................................................... g / dm3

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

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

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

(ii) The student thinks that one of the results is an anomaly.

State the concentration of hydrochloric acid which gives an anomalous result.

Explain how the data shows that this result is an anomaly.

concentration of hydrochloric acid with anomalous result = ............... g / dm3

explanation ........................................................................................................................

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

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

© UCLES 2023 5129/32/O/N/23

 13

(iii) Describe the relationship between the concentration of hydrochloric acid and the rate at
which the gas is produced.

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

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

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

[Total: 11]

© UCLES 2023 5129/32/O/N/23 [Turn over

 14

4 Chlorine, bromine and iodine are halogens.

A student predicts that:

• chlorine is more reactive than bromine and iodine

• bromine is more reactive than iodine.

Use the information provided to plan an investigation to show that the student is correct.

Information:

A more reactive halogen will displace a less reactive halogen from an aqueous solution of its
compound.

An equation showing a displacement reaction is shown.

In this reaction a halogen, chlorine, displaces iodine from the compound potassium iodide.

chlorine + potassium iodide potassium chloride + iodine

You are provided with the solutions in Table 4.1.

Table 4.1

colourless chlorine water colourless potassium chloride

red-brown iodine water colourless potassium iodide
orange bromine water colourless potassium bromide

You may plan to use any apparatus commonly found in a school laboratory.

Include in your answer:

• the apparatus you will use

• any safety precautions you will take
• the observations you will make
• how you will use your results to draw a conclusion.

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

© UCLES 2023 5129/32/O/N/23

 15

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

.................................................................................................................................................... [7]
© UCLES 2023 5129/32/O/N/23
 16

BLANK PAGE

© UCLES 2023 5129/32/O/N/23

 17

BLANK PAGE

© UCLES 2023 5129/32/O/N/23

 18

BLANK PAGE

© UCLES 2023 5129/32/O/N/23

 19

Notes for use in qualitative analysis

Tests for anions

anion test test result

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

Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia

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

© UCLES 2023 5129/32/O/N/23

 20

Tests for gases

gas test and test result

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

Flame tests for metal ions

metal ion flame colour

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

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2023 5129/32/O/N/23